Abstract:

In the context of globalization, cultural mobility not only generates the demand for cross-cultural cognition but also provokes profound anxiety regarding cultural subjectivity. As a frontier field of cultural dialogue, foreign language education has transcended its role as a mere tool for communication, and its mission now focuses on the complex construction of cultural identity. The binary oppositional thinking in traditional foreign language education can barely address the complexity of contemporary cultural politics. Therefore, it is essential to achieve the dialectical unity of cross-cultural cognition and national identity through approaches including the reconstruction of curriculum philosophy, the innovation of teaching methodologies, and the transformation of evaluation systems. Based on this, this paper, from the perspective of intercultural philosophy, systematically deconstructs the theoretical divergences and practical intersections between cross-cultural cognitive schemas and national identity structures. It proposes “critical intercultural literacy” as an integrated theoretical framework, aiming to reconstruct the value coordinates of foreign language education and provide theoretical support for cultivating new-type talents with both global competence and cultural subjectivity. This reconstruction is not only relevant to the disciplinary positioning of foreign language education but also holds far-reaching significance for cultural dialogue and the mutual learning of civilizations in the era of globalization.

Key words: Interculturality, Cross-cultural Cognition, National Identity, Foreign Language Education, Critical Literacy