An Ecological System Theory Perspective on Opportunities for Pluricultural Development for English Major Students in an Ethnically Diverse Chinese University

This study investigated the opportunities and constraints shaping the development of intercultural/pluricultural competence among English major students at UYC, a higher education institution located in Yunnan in southwestern China, a province characterized by the greatest ethnic diversity in China, with 25 ethnic minority groups and 26 distinct languages actively used. This context makes UYC a distinctive site for investigating how ethnic diversity can be harnessed as a pedagogical resource in English as a Foreign Language (EFL) education. The study draws on pluriculturalism, as introduced in the Common European Framework of Reference for Languages (CEFR), to provide a lens through which to investigate intercultural education in this multi-ethnic university setting. Guided by Ecological Systems Theory (EST), this research investigated the measures implemented at UYC for developing students’ intercultural/pluricultural competence, focusing on policy, curriculum, resources, and classroom opportunities. It also investigated how students and teachers engage with and perceive intercultural education at the University, particularly in EFL classes, and explored the role of ethnicity in shaping their experiences. To address these research gaps, the study first analyzed relevant intercultural education policies and curriculum initiatives, and resources. It then related the findings from this analysis to observed and reported teaching practices in EFL lessons and to the perspectives of students and faculty at UYC. Using a reflexive thematic analysis approach, it incorporated multiple data sources, including document analysis, classroom observations, semi-structured interviews, and focus group discussions. A total of 30 students, including 14 Han students and 16 ethnic minority students, as well as 10 teachers, participated in the study. Among them, 19 students and seven teachers took part in individual interviews, while the remaining 11 students and three teachers participated in a Han student focus group, an ethnic minority student focus group, and a teacher focus group. The findings from an analysis of policy and curriculum documents found that although China’s national curriculum has moved to embrace intercultural competence as a curriculum goal, the focus at UYC remains predominantly on bi-cultural interactions between Chinese and English-speaking cultures, often neglecting the rich internal cultural diversity within the country. At the micro level, the textbooks used at UYC still reflect native-speaker standards and Eurocentrism and overlook global linguistic and cultural diversity. The lack of effective communication at the meso-level between the Ministry of Education (MoE), the University, and teachers has hindered the successful implementation of the macro-level goals of enhancing intercultural competence in actual classroom teaching. Student data further demonstrated that, despite the University’s efforts in organizing pluricultural activities, an overemphasis on language skills and exam-oriented education undermined the importance of fostering intercultural competence and cultural critical awareness. Analysis of the teacher data revealed that although teachers maintained an open and inclusive attitude towards cultural diversity and pluricultural content, the pressure of tight curricula and exam-oriented education systems forced them to prioritize covering textbook material and preparing students for exams, thereby neglecting intercultural knowledge in teaching. Student and teacher experiences demonstrated that cultural assimilation further exacerbated the invisibility of minority cultures. Despite the presence of ethnic and national diversity on campus, this diversity has not been effectively noted in intercultural education. This study underscores the significance of integrating CEFR’s pluriculturalism and EST into China’s multi-ethnic EFL context, highlighting the potential of ethnic diversity as a pedagogical resource. By identifying the gaps in intercultural/pluricultural education at UYC, the research revealed the need for a more inclusive curriculum that reflects China’s internal cultural diversity and global linguistic realities. The findings point to the need for enhanced communication across educational levels, targeted teacher training, and a shift from exam-oriented practices to fostering cultural critical awareness. This research contributes to the broader discourse on intercultural/pluricultural education development in multi-ethnic settings, offering insights for policymakers and educators to better integrate cultural diversity in EFL education.