English-Mediated Cultural Learning through Local Storytelling in Chinese Higher Education

Abstract

In the context of global education and intercultural communication, English language learning in Chinese higher education is increasingly expected to support not only linguistic development but also cultural understanding and self-expression. This paper explores how local storytelling serves as a medium for English-mediated cultural learning among Chinese university students. Drawing on classroom practices and thematic examples, the study describes common types of storytelling tasks—such as personal speeches, cultural essays, and multimedia projects—and identifies frequently chosen themes, including traditional festivals, food culture, and family customs. It also discusses the opportunities such tasks offer for enhancing language fluency, as well as the challenges related to linguistic limitations and cultural translation. Finally, the paper highlights pedagogical implications, emphasizing the need for culturally responsive instruction and supportive learning environments. The findings suggest that storytelling can play a meaningful role in bridging language learning with cultural identity formation and intercultural communication.