Frontiers in Educational Research, 2026, 9(6); doi: 10.25236/FER.2026.090609.
Ma Yulian
School of Foreign Languages, Northwest Minzu University, Lanzhou, 730000, China
In the educational context of integrating globalization and localization, junior high school English teaching must balance the instrumental function of language with its cultural educational value. As a tangible carrier of regional culture, hometown specialties serve as a vital link between language learning and cultural identity. Based on the Cultural Identity Adaptation Theory, this paper explores design approaches for situational oral activities introducing hometown specialties across three dimensions: cultural cognition, emotion, and practice. It constructs a trinity "cognition-emotion-practice" framework to resolve the separation of culture and language in current oral instruction. This study not only offers practical pathways to enhance students’ cross-cultural communicative competence and local cultural identity but also provides a referable paradigm for the in-depth implementation of culturally immersive English teaching in junior high schools.
Cultural Identity Adaptation; Junior High School English; Oral Activity Design; Introduction of Hometown Specialties
Ma Yulian. Designing Situational Oral Activities on Hometown Specialties for Junior High English: A Cultural Identity Adaptation Approach. Frontiers in Educational Research (2026), Vol. 9, Issue 6: 64-71. https://doi.org/10.25236/FER.2026.090609.
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