1 Introduction

This section introduces the biographical teaching method, a form of narrative-based instruction that originated from the "language biography" in the European Language Portfolio, used for developing and assessing plurilingual competence. It focuses on meaning-making and identity construction, guiding students through personal narratives to review their language learning journeys and engage in reflective activities. The method benefits from the rise of "life narrative" in Europe and aligns with the EU's vision of promoting plurilingualism and intercultural education. Compared to North America, the EU places greater emphasis on its educational applications. In China, narrative-based teaching has gained attention, but there is a lack of theoretical reviews and empirical references, particularly in the intercultural domain. This article aims to explore the intercultural implications of the biographical teaching method and its insights for French language education in China, including its theoretical foundations, pedagogical innovations, and application pathways in the Chinese context.

2 Theoretical Foundations

This section delves into the theoretical foundations of the biographical teaching method, focusing on its application in intercultural implications and practice. First, it introduces the diverse forms of "language biography" across EU countries, including teaching activities such as writing about language learning and intercultural interaction experiences, self-assessing language learning strategies, and planning future learning. Then, based on reflective narrative theory, it elaborates on the process of identity construction and reconstruction, emphasizing that narratives can integrate changes in an individual's life course to form a coherent identity image. Simultaneously, it points out that self-authored biographies by students may be nonlinear or fragmented, requiring reflection to ensure a coherent narrative identity. Additionally, it explores the importance of dialogue with diverse others in the construction of intersubjective intercultural communicative identities, emphasizing that otherness is a condition for identity construction. The biographical teaching method encourages learners to engage in dialogue with three forms of others: the other within the biographical text, the self as an other, and the audience in biographical activities. Finally, it discusses the multi-thematic connotations of biography, centered on "otherness," including themes such as "plurilingualism," "interculturality," and "mobility" experiences. These themes are closely related to identity and aim to enhance learners' ability to navigate differences in their daily, fluid lives.

3 Practical Overview

This section discusses the diverse applications of the biographical teaching method in practice. Teachers flexibly select materials and design instruction based on teaching objectives, learner age, and language proficiency, incorporating various text forms and multimodal reflective activities. Text forms include oral or written narratives, e-portfolios, narrative interviews, autobiographical novels, etc., to accommodate different teaching needs. Multimodal reflective activities, such as drawing or collecting learning fragments, promote students' reflection on language, culture, and social relationships. These activities also integrate concepts like "identity texts" and "transnational literacy autobiographies" to provide self-affirmation spaces for minority groups and challenge linguistic hegemony. These practices not only help students record and reflect on their learning trajectories but also foster their identity construction and cultural engagement.

4 Transferable Insights

This section explores the application of the biographical teaching method in intercultural education and its implications for foreign language education in China. First, it emphasizes the importance of the biographical teaching method in understanding self and others, arguing that it helps cultivate global citizenship awareness and intercultural competence among foreign language majors while integrating personal growth with social harmony. Second, it discusses how this method connects the local and the global. By designing reflective activities before, during, and after mobility experiences, it enhances students' intercultural competence. Combined with the concept of the "nearby," it also deepens students' understanding of local culture and sensitivity to differences. Finally, it proposes the idea of "using oneself as a method," encouraging students to problematize personal experiences to understand the world, integrating individual experiences with social structures, and fostering students' autonomous inquiry skills and academic habits.

5 Conclusion

This section highlights the importance of the biographical teaching method in language learning and intercultural communication. It points out that the method, through narrative and dialogue, promotes the negotiation and co-construction of learner identities while enhancing intercultural competence. It also connects individuals with macro-historical perspectives and local-global visions, providing directions for future research.