Curricularizing International Communication Competence in College English: Components, Generative Logic, and Implementation Pathways

Tao  Yang; Ming  Dong

doi:10.54691/ww2gb781

Authors

Tao Yang
Ming Dong

DOI:

https://doi.org/10.54691/ww2gb781

Keywords:

College English, International Communication Competence, Curricularization.

Abstract

The cultivation of students’ ability to communicate effectively with international audiences has become a pressing issue in College English reform within a general-education framework. Existing studies have largely focused on English-major programs or macro-level talent cultivation and have not sufficiently addressed the general-education nature and foundational positioning of College English. Nor have they offered a structured account of the constituent elements, generative mechanisms, and curricular implementation pathways of international communication competence (ICC) in this context. This study therefore clarifies the component structure of ICC in College English and systematically explicates its generative logic and curricular implementation pathways, with a view to providing theoretical support and practical reference for the foundational cultivation of such competence through College English.

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