Multicultural blended teaching designs through Confucian philosophical cultural perspective of harmony in diversity

Abstract

The purpose of the study is to compare the concepts of culture in the West and in China, whose results facilitate the categorization of the manageable cultural aspects in the blended teaching designs of English curriculum in China's universities. This paper examines cultural aspects in language and culture education from the perspective of philosophy. The scientific novelty is the employment of Confucian philosophical perspectives towards differences between cultures to guide the blended teaching of university English curriculum in China. The research result is a recommended framework of English curriculum design which contains the influential cultural factors. Consequently, strategies are proposed to curriculum designers of foreign languages to ensure positive consequences of cross-cultural communication in a multicultural learning environment.