From Cultural Aphasia to Confident Expression: A “Dual-Integration” Pedagogy for Telling China’s Stories in Junior High English

Against the dual backdrop of globalization and new curriculum standards, junior high English education confronts a significant challenge in transitioning from a "tool-oriented" to a "culture-oriented" paradigm.Presently, classroom instruction remains predominantly characterized by the grammar-translation method, resulting in widespread "dual aphasia" among students during crosscultural communication: they are incapable of effectively deconstructing Western stereotypes regarding China and lack the proficiency to vividly recount Chinese narratives in English.This study proposes a "Dual-Integration" pedagogical strategy.By integrating "Breaking Western Filters" (critical input) and "Telling Authentic Chinese Stories" (constructive output), it seeks to resolve practical difficulties inherent in cross-cultural instruction.This methodology not only substantially enhances students' language application capabilities but also concurrently fosters intercultural competencies, including cultural inclusivity and critical thinking.It equips front-line educators with an actionable and evaluable pedagogical framework to effectively implement the fundamental mission of "cultivating virtue through education" and fulfill the requirements stipulated by the new curriculum standards.