Cultivating Core Competencies in English through Local Red Culture: A Tangshan-Based Pedagogical Model for Middle School Students

Abstract

Integrating local cultural resources into language teaching is a significant trend in fostering students’ core competencies. This study addresses the challenge of effectively implementing China’s educational policy of “Core Competencies for English as a Subject” in middle school classrooms by leveraging the unique revolutionary (“Red”) culture of Tangshan City. The research developed and tested a pedagogical model that utilizes Tangshan’s rich Red Culture heritage—such as the Kailuan Miners’ Movement and the Xifengkou Great Wall Resistance relics—as authentic content for English language learning. Employing a mixed-methods approach, including literature review, fieldwork, action research, and case analysis in partner middle schools, the project involved designing thematic teaching resources (e.g., lesson plans, micro-lectures) and implementing interactive activities like role-playing and project-based learning. Findings indicate that this localized approach significantly enhanced students’ engagement, cultural awareness, critical thinking, and language application skills, effectively addressing the four dimensions of English core competencies: language ability, cultural awareness, thinking capacity, and learning ability. The study concludes that the “Local Culture-Integrated Core Competency Model” provides a practical, replicable framework for synergizing values education with language acquisition. It offers valuable insights for educators worldwide seeking to incorporate local history and values into foreign language curricula, promoting deeper contextual learning.