Research on Project-Oriented Teaching of Intercultural Communication Based on Multiliteracies Pedagogy

The enhancement of Chinese students’ multimodal literacy is essential for cultivating their global outlook and maintaining a Chinese perspective. Despite increasing research on the application of multiliteracies pedagogy to various language-related courses to enhance students’ multimodal literacy, few is concerned with Content and Language Integrated Learning (CLIL) courses such as intercultural communication course and addresses both pedagogical design and evaluation. In this light, this article aims to investigate project-oriented teaching of a Chinese course on intercultural communication based on multiliteracies pedagogy in terms of pedagogical design and evaluation. It turns out to operationalize the pedagogical processes for the course and confirm their positive effect, especially in improving students’ international communication from a Chinese perspective. It holds theoretical implications for multiliteracies pedagogy and practical implications for project-oriented teaching of intercultural communication course.