Construction of an Ideological and Political Teaching Model in Academic English Courses for Science and Engineering Majors Under the Guidance of Fostering Virtue Through Education

Abstract

Academic English courses for science and engineering have provided spaces for language skills training over the years but never systematically explored its value guidance. Based on Systemic Functional Linguistics and critical academic literacy theory, we claim that value guidance is an ontological function of academic English courses. A teaching model consisting of goal levels, content logic, and strategy configuration with a dynamic operating mechanism and a dual-track evaluation framework is constructed. The distinctive feature of this model lies in embedding value anchors in micro-level analysis of academic discourse such that value guidance can be integrated in language practice leading to coordinated development of academic literacy and value awareness without losing the main line of course teaching. This research provides a teaching framework serving as a reference for developing the value function of academic English courses for science and engineering.