A Study on Exploring the Innovation of English Writing Teaching Mode in Inner Mongolia Universities Guided by Cultural Identity

Abstract

This study aims to explore an innovative English writing teaching model guided by cultural identity for universities in Inner Mongolia, addressing the issue of students’ “cultural aphasia” and enhancing their ability to express local culture effectively in English. Adopting a theoretical and practical approach, the research integrates the rich ethnic cultural resources of Inner Mongolia—such as grassland ecology, nomadic traditions, and literary arts—into the English writing curriculum. Key methods include restructuring teaching content, designing localized writing themes, incorporating cultural comparison and critical thinking, reforming evaluation mechanisms, and enhancing teachers’ cross-cultural literacy. The proposed model fosters students’ cultural subjectivity, improves their comprehensive language application skills, and strengthens their cultural confidence and cross-cultural communication abilities. The study concludes that this culturally responsive teaching model not only supports foreign language education reform in ethnic regions but also cultivates students’ patriotism and their capacity to disseminate Chinese and Inner Mongolian cultures globally.