1 Counter-Discourse, Counter-Discursivity, and Oppositional Discourse

This section explores the roles of counter-discourse, counter-discursivity, and oppositional discourse in contemporary French foreign language education terminology. Counter-discourse questions and attempts to replace problematic terms through alternative vocabulary, indirectly identifying and addressing issues. Counter-discursivity represents a rational logic for critiquing and replacing dominant discourse. These concepts aim to reveal the hidden social power dynamics, cultural biases, or knowledge limitations embedded in specialized terminological systems. In education, counter-discursivity critiques outdated terms and concepts in mainstream educational discourse, forming new oppositional vocabularies. For example, mainstream French technical terms like "artificial intelligence" and "sustainable development" have been proposed for replacement with "oppressive algorithms" and "degrowth," respectively, to highlight technological inequality and the negative impacts of economic growth. Similarly, mainstream educational terms such as "national curriculum" and "academic success" have been suggested for substitution with more flexible and inclusive alternatives, reflecting concerns about the homogenization of education policies and the specialization of academic evaluation. Analyzing the generative nature of these alternative conceptual terms reveals the interplay of discourse power, interests, and authority among different social strata.

2 Theoretical Background of Counter-Discourse and Counter-Discursivity in Contemporary French Educational Terminology

This section examines the emergence of "counter-discourse" and "counter-discursivity" in contemporary French educational terminology, with theoretical foundations primarily derived from Foucault's discourse-power theory. In *The Archaeology of Knowledge* and *Discipline and Punish*, Foucault analyzes the knowledge/power relationship, particularly the concepts of "discursive events" and "discipline." These theories challenge traditional historical perspectives, emphasizing the contingency, materiality, and power effects of discourse. Foucault argues that the substitution of educational discourse is part of the historical reform of education, while discursive events are products of intervention by dominant power structures. Bourdieu explores the relationship between education and cultural capital, contending that schooling reproduces social inequality by inculcating knowledge and skills, thereby reinforcing class structures. Bourdieu's perspectives have influenced educational theory and pedagogical terminology in France and globally.

3 The Essential Characteristics and Formation Mechanisms of Counter-Discourse

This section discusses the essential characteristics and formation mechanisms of counter-discourse. The core feature of counter-discourse is its disruptive and non-linear progression, which introduces new conceptual terms explicitly or implicitly, transitioning from proposed discourse to oppositional discourse. Counter-discourse exhibits five derivative traits: authority, social recognition, neutrality, substitutive terminology, and interdisciplinarity. It often employs contrarian vocabulary, such as Foucault's "biopouvoir" (biopower) and "éco-conception" (eco-design), as well as neologisms like "capitalisme de surveillance" (surveillance capitalism) and "biens communs numériques" (digital commons). Another defining feature of counter-discourse is its reliance on a pre-existing premise to oppose; its targets are typically institutional discourses that are already established and widely circulated in public spaces. Counter-discourse draws on new knowledge and ideas to introduce fresh terminology from an opposing perspective, offering alternative descriptions and propositions for contemporary educational thought.

4 Counter-Discourse in the Macro-Educational Field of Contemporary France

The alternative conceptual terms in French educational discourse reflect updates in educational philosophy. Counter-discourse phrases are categorized into four aspects: educational philosophy, curriculum philosophy, assessment philosophy, and others. In educational philosophy, alternative terms emphasize equity, physical and mental liberation, dialogic interaction, and fostering trust between teachers and students. In curriculum philosophy, they advocate for political engagement and flexible, modular curricula. In assessment philosophy, they promote qualitative and self-evaluation methods. Additionally, they oppose educational institutions' use of digital surveillance, emphasizing survival-oriented rather than career-oriented employment issues. These alternative terms aim to foster openness, innovation, and societal reform.

5 Counter-Discourse in the Micro-Field of Foreign Language Education in Contemporary France

This section examines counter-discourse phenomena in the micro-field of foreign language education in contemporary France. By analyzing three parameters—mainstream discourse terms, alternative discourse terms, and substitution rationales—it reveals the relationship between language acquisition knowledge and skills, learning methods, learning objectives, and socio-cultural factors. French foreign language education emphasizes elevating "language knowledge" and "language proficiency" to "social action competence" and "empowering behavior," advocating for multilingual and translingual competencies while highlighting the diversity and variability of language teaching. In learning methods, it encourages situational teaching, critical pedagogy, and ecological pedagogy, while discouraging costly immersion programs. In learning objectives, it promotes cultural exchange and mutual learning. Similar phenomena have emerged in China's foreign language education, where translated foreign alternative terms and newly coined words reflect the density and progress of China's educational reforms. The shift from structural knowledge to functional application in Chinese foreign language education directly influences future pedagogical approaches, reconstructing students' learning ecosystems. Notably, some analytical terms, such as ecological pedagogy and critical pedagogy, have yet to appear in China, warranting further consideration.

6 Conclusion and Reflection

Counter-discursivity in Chinese and French education reveals the continuity and evolution of reform terminology, emphasizing the importance of establishing, deconstructing, and reverse-thinking alternative discourse vocabularies. This cyclical, upward-spiraling discourse requires a deep understanding of the generative nature of terminology and encourages ecological discussions in public spaces to navigate the social tensions between mainstream and counter-discourse terms. In teaching practice, situational instruction proves more effective than relying solely on term definitions, cultivating students' critical thinking. Textbook development must consider the adaptability of metalanguage. Future education may increasingly employ modular support materials, with digital and intelligent resources promoting equality. The deeper cause of counter-discursivity lies in the intertextuality and repetitiveness of societal discourse. Specific social evolutions necessitate evolving discursive frameworks, discarding outdated mainstream educational discourse to derive new pedagogical ideas. This linguistic phenomenon reflects the agency and reflexivity of specific social fields, enabling educational institutions, state actors, and learners to self-regulate in mutual constraint, achieving equilibrium. Counter-discourse terms echo the voices of educators and non-specialists advocating for pluralistic educational paradigms and democratic discourse rights, urging mainstream institutions and practitioners to address ethical blind spots and promote friendly, equitable education. Open societal dialogue requires mutual trust and receptiveness to critical alternative discourse. The co-optation of counter-discourse by mainstream systems enhances sustainable analytical critique and the regeneration of educational strategies. Proposing, researching, and solving educational problems advances scientific reform, contributing to the establishment of an autonomous knowledge system in education. This reflects the dynamism of educational thought, societal progress, and the strides of civilization.