Exploring the Role and Practical Approaches of Dual-qualified Teachers in CSP Courses

Abstract

This study examines the role positioning and practical approaches of “dual-qualified” teachers in International Chinese CSP courses and reveals that International Chinese CSP courses feature professional orientation, language-cultural integration, and interdisciplinary integration. In this context, “dual-qualified” teachers must possess both Chinese language teaching competence and domain-specific professional expertise, or achieve complementary roles through teamwork. The study proposes five core roles for “dual-qualified” teachers in International Chinese CSP courses: integrators of language and professional content, facilitators of cross-cultural communication, cultivators of practical skills, analysts of teaching needs, and developers of teaching resources. Additionally, the research outlines practical pathways for building a “dual-qualified” teacher team in International Chinese CSP, including enhancing individual teacher capabilities, innovating teaching models, establishing school-enterprise collaboration mechanisms, and improving policy support and certifi cation systems.