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1 Introduction

The discussion highlights the importance and challenges of foreign language disciplines in cultivating talent for regional and country studies, pointing out shortcomings in existing research regarding disciplinary positioning, talent development models, and capacity building—particularly the lack of systematic reflection on the methodological interplay between language and regional/country studies. The article emphasizes that language is not only a strength of foreign language disciplines and a foundational skill for regional/country talent development but should also serve as an independent analytical perspective and research paradigm. It introduces the new concept of "language-based studies," which centers on language as the core analytical lens, integrates multidisciplinary theories and methods, and systematically examines the comprehensive functions and values of language in the social, cultural, economic, and political contexts of specific countries or regions to deepen interdisciplinary understanding of regional or national issues. The article also explores the dilemmas of "linguistic inadequacy" and "lack of focus" in foreign language talent cultivation and proposes the necessity of building a talent development system grounded in language-based studies.

2 Language Issues in Cultivating Foreign Language Talent for Regional and Country Studies

The section identifies problems in China's efforts to cultivate foreign language talent for regional and country studies, including the neglect of language's strategic, ontological, and methodological value. At the strategic cognition level, the instrumental view of language results in students lacking the ability to discern the core of regional societies and cultures, while regional/country knowledge teaching becomes decontextualized, leading to reliance on single information sources and academic paradigms. At the core competency level, there is a deficiency in language-based research literacy, inadequate strategic language proficiency, superficial cross-cultural competence, and weak policy sensitivity and discourse analysis skills. In terms of the cultivation system and mechanisms, disciplinary barriers hinder the integration of language studies with regional/country studies, teaching and evaluation mechanisms remain rigid, and there is a lack of high-level practical platforms and mechanisms. The root cause lies in the systemic neglect of the linguistic dimension, necessitating the placement of language's strategic value at the center of talent development.

3 Defining Language-Based Studies and the Strategic Positioning of Language-Oriented Talent

The section discusses the definition and core features of language-based studies, as well as the essence, types, and value of language-oriented talent. Language-based studies take language as the starting point, integrate multidisciplinary theories and methods, and systematically examine the comprehensive functions and values of language in specific regions or countries to achieve in-depth understanding and interdisciplinary analysis of regional or national issues. Language-oriented talent serves as a bridge connecting language research with regional/country practice, using language as the core perspective and analytical tool to creatively synthesize relevant theories and methods, thereby discerning and interpreting language's comprehensive functions, strategic value, and central role in social, cultural, economic, and political interactions within specific regions. Such talent is capable of accurately analyzing complex regional/country issues, facilitating effective communication, and proposing innovative strategies. Language-oriented talent can be categorized into three types: academic, policy-oriented, and business-oriented, forming a dynamic talent matrix centered on academic research, policy analysis, and international business, respectively. The cultivation and value of these three types of talent lie in their cross-disciplinary integration and innovation, which hold significant importance for enhancing China's international understanding, discursive influence, strategic decision-making, and global leadership.

4 Core Competency Framework for Language-Oriented Talent

The section explores the core competency framework for language-oriented talent, comprising four dimensions: strategic language competency, language-based regional research competency, cross-cultural communication competency grounded in multilingualism, and policy analysis competency from a linguistic perspective. Strategic language competency requires deep multilingual understanding, a strategic view of language resources and management, and critical discourse insight and construction skills. Language-based regional research competency emphasizes using language as a tool and resource to integrate linguistic methods with regional/country research topics and interpret multilingual primary sources. Cross-cultural communication competency grounded in multilingualism involves context-driven cultural decoding, negotiation in multilingual environments, cultural identity construction and adaptation, and language as a medium for cultural dissemination. Policy analysis competency from a linguistic perspective demands the application of linguistic theories and methods, combined with insights into the language ecology and cultural context of specific countries or regions, to conduct multidimensional and critical policy analysis and evaluation.

5 Pathways for Cultivating Language-Oriented Talent

The section examines systematic adjustments in the cultivation pathways for language-oriented talent, emphasizing the importance of three core pillars: curriculum systems, evaluation mechanisms, and practical platforms. The curriculum system is divided into three stages: foundational courses, core courses, and advanced courses, aimed at solidifying linguistic foundations, shaping core competencies, and enabling students to comprehensively apply these competencies to serve national strategies. Innovations in evaluation mechanisms require a shift from knowledge mastery to practical application, leveraging information technology for digital assessment and data feedback, while aligning with international standards and industry needs. Practical platform development revolves around three pillars:实战训练 (practical training), cross-cultural exchange, and international collaboration, aiming to transform language-based competencies into实战智慧 (practical wisdom) and build a goal-driven, deeply immersive ecosystem for practice.

6 Conclusion

The section underscores that cultivating foreign language talent for regional and country studies is a strategic task for the transformation of foreign language disciplines. It identifies existing issues in talent development and proposes a teaching reform direction centered on language-based studies. The research constructs a four-dimensional core competency framework for cultivating language-oriented talent and explores corresponding development pathways, aiming to provide a theoretical framework and practical solutions for China's efforts in this area.

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