Embedding local cultural richness in English language education: a place-based dual-core approach for rural schools in China

Hong Shi, Liping Ma · 2025 · Frontiers in Education

Summary. Rural English teachers and students in China experience disconnection between language education and local culture, limiting engagement and cultural identity. The study proposes a Dual-Core approach combining institutional reforms—optimized decision-making, resource integration, and evaluation systems—with targeted teacher and student training in local cultural awareness. This framework aims to improve teaching effectiveness, strengthen community connections, and support rural revitalization.

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Shi, H., & Ma, L.. (2025). Embedding local cultural richness in English language education: a place-based dual-core approach for rural schools in China. Frontiers in Education. https://doi.org/10.3389/feduc.2025.1580324

@article{shi-2025-embedding-local-cultural-richness-english,
  title   = {Embedding local cultural richness in English language education: a place-based dual-core approach for rural schools in China},
  author  = {Hong Shi and Liping Ma},
  journal = {Frontiers in Education},
  year    = {2025},
  doi     = {10.3389/feduc.2025.1580324},
  url     = {https://doi.org/10.3389/feduc.2025.1580324}
}

TY  - JOUR
TI  - Embedding local cultural richness in English language education: a place-based dual-core approach for rural schools in China
AU  - Hong Shi
AU  - Liping Ma
JO  - Frontiers in Education
PY  - 2025
DO  - 10.3389/feduc.2025.1580324
UR  - https://doi.org/10.3389/feduc.2025.1580324
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Details

DOI: 10.3389/feduc.2025.1580324
Countries: China
Regions: Asia
Categories: education, regional-innovation-systems
Added: 2026-04-28