An Exploration of the Integration Pathways of Ideological and Political Elements into College English Teaching

Abstract

The organic integration of linguistic objectives and value dimensions in college English teaching faces inherent tensions. This study, grounded in curriculum ontology, reveals the implicit existence of value elements within discourses, analyzes the constraining mechanism of learners' cognitive schemas on value acceptance, and explores the structural influence of curriculum goal hierarchies on the depth of value integration. Accordingly, this study proposes a pathway organizational framework centered on theme selection and pedagogical translation, value negotiation in classroom interaction, and the generative support of productive tasks for expressive competence. Furthermore, this study constructs a system of strategies including the awakening of indigenous value stances from a cultural comparative perspective, the cultivation of ethical judgment within discourse analysis frameworks, and multi-modal situational simulations. The research indicates that an effective pathway for value integration lies in internalizing value elements as organic components of the language teaching process, thereby achieving the synergistic development of value sensitivity and linguistic competence through the progressive deepening of cognitive processing.