This article introduces the concept of cross-border languages and their importance in education policies and planning, emphasizing the role of effective management of cross-border languages in improving inter ethnic relations, maintaining regional stability, and promoting regional integration. Special emphasis was placed on Romania's experience in handling cross-border ethnic language education, as well as how Cluj Napoca University "Babesh Boyoy" utilizes its language resource advantages to implement multilingual teaching projects within the EU policy framework, promoting educational diversity and social benefits.

Cross border language research from the perspective of 2-language resources

Explored three perspectives on cross-border language research: issues, rights, and resources. The international academic community initially focused on language issues, believing that multilingual societies have language problems and ethnic conflicts. Subsequently, the perspective of language rights emphasizes the importance of learning and using the mother tongue, but sometimes overlooks the role of the national lingua franca. From the perspective of language resources, it is proposed to actively plan cross-border language resources to promote the harmonious coexistence of multiple ethnic groups and languages. Chinese scholars analyze the impact of cross-border languages on national security, ethnic unity, and cultural dissemination from the perspectives of issues and rights. Education, as an important way to protect and construct language resources, has become a hot topic of discussion. Cross border language education in ethnic regions of China faces challenges in terms of policies, resources, and teaching staff. The UBB Language Policy is based on a resource-based approach and is formulated based on the advantages of regional language resources, which has reference value.

Analysis of UBB Language Policy

Babesz Boyoy University is located in Cluj Napoca, Romania and is a prestigious university with a long history. The region is diverse in ethnic groups, including Hungarians, Seki, and Germans. The predecessor of the university was established in 1581, and the teaching language has changed multiple times in history. After the merger in 1959, it began to integrate multilingual educational resources. After 1990, Romania established a mechanism for the protection of minority languages, forming two language education models: "isolated" and "integrated". UBB is a typical example of inclusive education. In 1995, it was decided to establish three teaching lines for Romanian, Hungarian, and German. In 2014, the UBB Language Policy institutionalized the concept of multilingual teaching and resource construction.

4 UBB's Successful Experience

The University of Babish Boyoy (UBB) in Cluj Napoca has achieved significant success in cross-border language education, thanks to its profound historical tradition, multilingual and multi-ethnic integrated teaching model, and efforts to expand the influence of higher education. UBB inherits and promotes the history of multilingual and multi-ethnic integrated teaching, integrating high-quality educational resources. Since the 1990s, UBB has followed the framework of the European Union's multilingual system and initiated the systematic construction of three teaching lines: Romanian, Hungarian, and German, further implementing the concept of multilingualism and multiculturalism. UBB implements the EU language policy and adheres to the principle of multilingual education. Its language policy reflects some of the language related provisions of the European Framework Convention for the Protection of National Minorities, implements the "1+2" multilingual teaching program, and meets the multilingual needs of students' daily life and career. In addition, UBB actively carries out external promotion, serves international education needs, attracts international students to study through various promotional activities, and enhances international visibility and reputation.

5 Insights and Suggestions

Under the framework of the European Union and its own language policy, the University of Babesia Boyoi (UBB) in Romania has achieved multi-ethnic inclusive education by developing an institutional language policy. Drawing on Wen Qiufang's viewpoint, national language capability includes both resource capability and discourse capability, and the languages of China's border ethnic groups are valuable cross-border language resources. Chinese universities can draw on the experience of UBB to optimize cross-border language education. Suggestions include: 1 Refine top-level design, develop and utilize cross-border language resources, safeguard minority language rights, promote the construction of multilingual talent pool, and help "the the Belt and Road". 2. Adopt integrated education to enhance multilingual abilities, promote inter ethnic cultural exchanges, and cultivate educators who are proficient in minority languages. 3. Attract international students, expand the influence of higher education, establish cross-border language taught study abroad programs, cultivate young people who are knowledgeable about China and friendly to China, and enhance international reputation.