1 Introduction

In January 2024, the China Academic Degrees and Graduate Education Association added "Foreign Language Education" as a sub-discipline under Foreign Language and Literature, marking significant achievements in China's research on foreign language education. The discipline's connotation and extension have become clearer, with more defined boundaries. The talent cultivation plan for foreign language education serves as a crucial foundation for innovation in the training model of foreign language educators in teacher-training universities and the professional growth of teacher candidates. The talent cultivation plan is a normative and guiding document developed by educational institutions under national and local education policies to regulate and direct teaching and learning activities across different levels. It represents the professional embodiment of national educational intent and curriculum standards, serving as the textual basis and value benchmark for teaching, student learning, supervision, and educational evaluation. Within the framework of foreign language education as a discipline, the talent cultivation plan involves numerous issues, including educational objectives, curriculum design, assessment, textbook development and usage, teacher professional development, educational technology R&D and application, teaching methodologies, and educational policies and planning, all of which require discussion from a holistic perspective. This paper, guided by the concepts and standards of teacher education accreditation, examines the talent cultivation plan for foreign language educators in teacher-training universities from the longitudinal perspective of primary, secondary, undergraduate, and postgraduate education. It holds practical significance for promoting articulation between foreign language education at different levels of higher and basic education, optimizing cultivation plans, and enhancing training outcomes.

2 Key Elements of the Talent Cultivation Plan for Foreign Language Education in Teacher-Training Universities

This section delves into the essential components of the talent cultivation plan for foreign language education in teacher-training universities, including educational objectives, graduation requirements, curriculum and instruction, as well as academic duration and credit requirements. The educational objectives encompass the purpose of foreign language education, policy planning, and talent specifications, emphasizing goal orientation, connotation, and evaluation to align with national educational policies and strategic needs. Graduation requirements focus on the precise alignment with the competencies of foreign language teachers, covering professional ethics, teaching abilities, international perspectives, and other aspects, structured around the principle of "one practice and three learnings," which directly impacts graduates' future development. Curriculum and instruction, as the core components, influence the quality of talent cultivation through a closed-loop system, with the cultivation plan specifying course objectives, selection, and arrangement. Academic duration and credit requirements define the length of study, total credit allocation, and degree conferral criteria, reflecting the characteristics of coordinated interaction between undergraduate and postgraduate education as well as collaboration across primary, secondary, and higher education.

3 Principles for Designing the Talent Cultivation Plan for Foreign Language Education in Teacher-Training Universities

This section discusses the principles for designing the talent cultivation plan for foreign language education in teacher-training universities, emphasizing six aspects: contemporaneity, goal orientation, student-centeredness, locality, school-based adaptation, and articulation. The principle of contemporaneity requires the plan to respond to national strategies, adapt to developments in basic and teacher education, and reflect the characteristics of the times. The principle of goal orientation stresses that educational objectives should be set based on the university's positioning and disciplinary features to guide the cultivation plan. The student-centered principle advocates prioritizing student development, focusing on changes in students' foreign language learning behaviors and abilities. The locality principle encourages consideration of regional educational development levels and characteristics to cultivate foreign language educators who serve local needs. The school-based principle promotes the development of distinctive curricula tailored to institutional strengths and regional demands. The articulation principle highlights the integration of talent cultivation elements across different educational stages to ensure effective transitions. By adhering to these principles, the aim is to enhance the quality of foreign language education and cultivate talents that meet contemporary demands.

4 Conclusion

This section underscores China's historical responsibility and mission as a major player in foreign language education, including contributing to national rejuvenation, building a strong education system, and promoting the global dissemination of Chinese culture. It proposes six principles under the framework of foreign language education as a discipline: contemporaneity, goal orientation, student-centeredness, locality, school-based adaptation, and articulation. By following these principles, the talent cultivation plan for foreign language education in teacher-training universities can be optimized to achieve coordinated development across educational stages, foster students' comprehensive and balanced growth, and support the construction of a robust education system.