Research on the Integration Strategies of “Curriculum Ideology and Politics” and Language Teaching in Japanese Majors: A Case Study of Values Guidance through Japanese Literary Works

Abstract

The integration of “Curriculum Ideology and Politics” (CIP) into specialized courses represents a pivotal initiative in Chinese higher education. However, its implementation with foreign language programs, particularly those focusing on Japanese majors, faces challenges due to perceived tensions between political-ideological goals and the development of language proficiency and intercultural understanding. This qualitative case study addresses this gap by proposing a novel framework for seamlessly blending CIP with advanced language instruction, using the teaching of Japanese literature as a paradigmatic example. Moving beyond notions of overt indoctrination, the study argues for an approach grounded in the principles of Content and Language Integrated Learning (CLIL) and Critical Pedagogy. Through detailed textual analysis and reflective practice, the research demonstrates how literary texts can serve as a medium for exploring organic values, fostering critical thinking, and cross-cultural dialogue. It identifies and elucidates three core integration strategies: implicit thematic engagement, comparative cultural analysis, and critical discussion facilitation. The findings suggest that effective CIP integration is an advanced pedagogical art that enriches rather than diminishes the language learning experience. This study offers valuable insights and a transferable model for educators seeking to implement values education within foreign language teaching in a meaningful and academically rigorous manner.