Constructing a Competence Matrix for Ideological and Political Education in Business Interpreting under the “Three Entries” Framework

DOI: https://doi.org/10.62517/jhet.202615408

Author(s)

Chulin Guan

Affiliation(s)

College of Foreign Languages, Wuzhou University, Wuzhou, Guangxi, China

Abstract

A key driver of values-oriented reform in China’s higher education system is the “Three Entries” policy, which calls for embedding ideological and political education into teaching materials, classroom activities, and students’ minds. Business Interpreting, as a foundational course in the Business English curriculum, integrates linguistic training, commercial knowledge, and cross-cultural competence, which makes it well suited for IP-focused education. However, this course is often hindered by loosely defined IP objectives, unsystematic content integration, and insufficient evaluative measures. Grounded in the Production-Oriented Approach and holistic education theory, this study develops a competence matrix with a three-layered framework organized around IP elements, instructional phases, and observable behavioral indicators. Four core dimensions are identified: patriotic commitment with global awareness, cultural confidence with intercultural sensitivity, professional ethics with business morality, and social responsibility with a sense of mission. Following POA’s motivating–enabling–assessing cycle, each element is paired with concrete indicators across all stages. The study further discusses how to use the framework while discussing key enabling factors such as teacher training, resource availability, and practicum settings. Ultimately, this matrix provides a concrete and evaluable instrument for implementing the “Three Entries” in Business Interpreting, and holds potential relevance for similar efforts in other foreign-language teaching contexts.

Keywords

“Three Entries” Policy; Business Interpreting; Ideological and Political Education; Competence Matrix

References

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