1.Introduction

In recent years, the global dissemination of China’s national governance concepts has become an important dimension of international communication. As China continues to develop its global presence, there is growing emphasis on enhancing its international discourse power through diverse channels. University students, particularly those with strong English proficiency, have emerged as vital actors in this process. They participate in international forums, academic exchanges, and media platforms, using English to explain and interpret China’s development path, policy practices, and governance philosophy to global audiences.

This phenomenon coincides with national calls to “tell China’s story well” and promote a more comprehensive international understanding of China’s political and social systems. Among the various narratives presented, those related to national governance—such as poverty alleviation, environmental protection, digital transformation, and public health—hold particular importance. When students communicate these topics in English, they serve as both language users and cultural narrators. Their narratives not only reflect personal understanding but also contribute to shaping China’s global image.

This paper aims to explore how Chinese university students articulate themes of national governance in English for international audiences. Rather than relying on empirical data collection, this study focuses on analyzing publicly available examples such as student speeches, blog posts, and short videos. Through a close examination of these materials, the paper investigates the narrative structures, language features, and potential implications for fostering international understanding^[2].

2.Literature Review

This section reviews relevant literature from four key areas: (1) national governance discourse and its modernization, (2) the politics and methods of translating Chinese governance concepts into English, (3) English-mediated identity construction among Chinese students, and (4) language ideologies in Chinese foreign language education policy. Together, these strands provide an interdisciplinary foundation for understanding how English-mediated narratives of national governance are constructed by university students and their potential for promoting international understanding.

2.1 National Governance and International Communication

In the context of China’s modernization agenda, national governance has increasingly become an object of international discourse competition. Jiang and Shao (2016) introduce the concept of the National Governance Quotient (NGQ) as a data-driven metric to evaluate governance efficiency, grounded in logic, big data, and cloud computing. This approach reflects China’s ambition to frame its governance system not only as effective domestically but also as quantifiable, modern, and exportable to a global audience. Accordingly, the ability to narrate these governance practices in internationally accessible forms becomes a strategic necessity, especially through English-mediated storytelling^[3].

2.2 Chinese-English Translation of Political Discourse

The accurate translation of Chinese governance discourse into English plays a crucial role in shaping global perceptions. Liang and Xu (2019) conducted a corpus-based study analyzing 401 political terms from The Governance of China and identified seven dominant translation strategies, with literal translation and literal translation plus annotation being the most common. These methods aim to preserve ideological and cultural specificity while improving international comprehensibility. However, the frequency of translated terms across different countries revealed variability in international reception, highlighting challenges in narrative clarity and cultural transfer. For student narratives, this suggests a need to balance cultural authenticity with rhetorical accessibility.

3.Theoretical Framework

This study is grounded in a combination of narrative theory, intercultural communication theory, and the concept of soft power. These theoretical perspectives provide a foundation for understanding how Chinese university students construct and convey narratives of national governance in English for international audiences.

3.1Narrative Theory

Narrative theory focuses on how individuals structure and communicate stories to convey meaning. According to Labov (1972), narratives typically follow a common structure, including an abstract, orientation, complicating action, evaluation, resolution, and coda. Applying this model helps to identify the internal organization of student-produced narratives and assess how governance themes are developed and presented.

In addition, Jerome Bruner (1991) emphasizes the role of narrative as a mode of thought. From this perspective, storytelling is not only a method of recounting events but also a way of shaping cultural meaning and social reality. For Chinese university students, constructing narratives of national governance is both a cognitive and communicative act that reflects their understanding of national identity and their role as global communicators.

3.2Intercultural Communication

Intercultural communication theory examines how people from different cultural backgrounds interact, share meanings, and interpret messages. Hall’s (1976) concept of high-context and low-context communication is particularly relevant in this study. Chinese governance narratives often assume a high-context style, relying on shared cultural knowledge and implicit meaning. In contrast, international audiences—especially those from low-context cultures—may expect explicit, direct messaging. Recognizing this contrast is crucial to analyzing how students adapt their narratives to meet the expectations of global listeners.

Additionally, Byram’s (1997) model of intercultural communicative competence provides a useful lens for evaluating student narratives. His framework emphasizes not only linguistic ability but also the capacity to interpret, relate, and mediate between different cultures. When students craft English narratives of Chinese governance, they perform intercultural mediation—explaining culturally embedded concepts in ways that make them accessible and acceptable to outsiders.

3.3Soft Power and Cultural Representation

Joseph Nye’s (2004) concept of soft power—defined as the ability to influence others through attraction rather than coercion—serves as a broader context for understanding the political and cultural stakes of English-mediated narratives. National governance stories are not just about policy—they are about presenting values, intentions, and systems that aim to build a positive international image^[4].

4.Textual Illustration and Analysis

This section examines illustrative examples of English-mediated narratives produced by Chinese university students that address themes of national governance. The selected texts include excerpts from student speech contests, public writing (such as blog posts or essays), and online videos with English subtitles. Rather than conducting empirical analysis, this study uses these publicly available materials to illustrate how students structure their narratives, use language, and attempt to engage international audiences. The analysis is organized into four dimensions: narrative themes, structure, linguistic and rhetorical features, and cross-cultural adaptation strategies.

4.1 Narrative Themes

Across various examples, students tend to focus on governance topics that are internationally relevant and reflect China’s development priorities. Common themes include:

Environmental protection: Students refer to green policies, renewable energy projects, and ecological restoration as signs of China’s commitment to sustainable development.

Technological innovation and digital governance: Narratives feature developments in smart cities, e-governance, and AI-enabled public services.

4.2 Narrative Structure

Applying Labov’s (1972) narrative framework, many student narratives demonstrate a recognizable structure:

Orientation: Introduction of a personal, local, or national context.

Complicating Action: Description of a policy, challenge, or moment of change.

4.3 Linguistic and Rhetorical Features

Student narratives often adopt a formal, persuasive tone. They employ several common rhetorical strategies:

Repetition and parallelism: To emphasize key points and add rhythm (e.g., “We acted quickly. We acted decisively. We acted together.”).

Code-switching or cultural references: Occasional inclusion of Chinese terms or idioms, followed by English explanation (e.g., “We call this ‘绿水青山’, which means ‘clear waters and green mountains are as valuable as gold’”).

4.4 Cross-Cultural Adaptation

Many narratives demonstrate students’ sensitivity to audience expectations, aligning with Hall’s (1976) high-context/low-context communication framework. For example:

Students often explain background details that would be implicit in a Chinese-language version (e.g., brief summaries of national policies or historical context).

They avoid excessive technical terms or political jargon, opting for simplified, audience-friendly expressions.

There is a deliberate tone of cultural humility and openness, with statements like “We hope to share our experience, not impose our view.”

5.Discussion

The analysis of student-produced English narratives reveals several key insights into how national governance themes are interpreted, adapted, and communicated by Chinese university students. This section discusses the strengths of these narratives, the challenges students encounter, and the broader implications for international understanding and cross-cultural engagement.

5.1Strengths of Student Narratives

One of the primary strengths lies in the personalization of national governance. Rather than relying on abstract policy descriptions, students frequently use lived experiences, community stories, or hypothetical scenarios to make governance concepts more relatable.

Second, many students demonstrate a strong awareness of audience needs. Their efforts to clarify terms, avoid culturally specific jargon, and offer accessible explanations show a capacity for intercultural mediation. This reflects not only language proficiency but also sensitivity to cultural difference—a key component of intercultural communicative competence.

5.2Challenges and Limitations

Despite their strengths, student narratives also face several challenges. First, there is sometimes a tension between rhetorical effectiveness and cultural authenticity. In their attempt to make narratives accessible, students may oversimplify or dilute important cultural or political nuances. This can result in a narrative that is clear but lacking in depth or critical engagement.

Second, students occasionally struggle with over-reliance on official discourse, replicating government slogans or policy phrases without sufficient elaboration or contextualization. While this aligns with national messaging goals, it may reduce the credibility of the narrative among international audiences seeking more grounded, individualized perspectives.

Another common issue is inconsistency in language fluency and stylistic control. While many students employ effective rhetorical strategies, occasional grammatical issues, awkward phrasing, or misuse of metaphors can undermine the persuasive power of the narrative.

5.3 Implications for International Understanding

These narratives, even when imperfect, contribute meaningfully to fostering international understanding. They provide bottom-up perspectives that complement top-level state communications and official diplomacy. When students share their interpretations of governance through accessible language and narrative forms, they help build empathy and clarity in a complex global information environment.

Furthermore, the act of crafting these narratives itself is a form of intercultural learning. Students develop awareness of how national values are perceived globally, and they refine their ability to represent their country responsibly in a multilingual, multicultural world^[5].

5.4 Pedagogical Reflections and Suggestions

The findings of this study offer important implications for English language education and intercultural training in Chinese universities. First, the ability of students to construct meaningful and persuasive governance narratives in English suggests that narrative-based learning approaches can play a powerful role in fostering both linguistic proficiency and civic engagement. By engaging with national policy themes through English, students are not merely learning a foreign language—they are actively interpreting, re-contextualizing, and re-communicating local knowledge for global audiences. This pedagogical strategy enhances both language skills and critical thinking.

Second, the lack of depth or originality in some student narratives, as noted earlier, indicates a need for stronger guidance in rhetorical design and source interpretation. Universities could introduce courses or workshops that specifically train students in public narrative construction, global issue framing, and transcultural expression. Such training would help students move beyond formulaic expressions and develop narratives that are both culturally authentic and globally persuasive.

Third, the challenges of translating complex governance concepts highlight the importance of integrating translation awareness into English teaching. While students are not professional translators, understanding the implications of word choices, metaphors, and cultural references is essential for effective communication. Educators could incorporate exercises in “strategic paraphrasing” and “narrative framing” to help students anticipate and address cross-cultural interpretation gaps.

Conclusion

This paper has explored how Chinese university students construct English-mediated narratives of national governance in ways that aim to promote international understanding. Drawing on examples from speeches, writings, and online media, and guided by narrative theory, intercultural communication theory, and the concept of soft power, the study examined how students express governance-related themes, structure their messages, and adapt their language for global audiences.

The analysis revealed that student narratives are often rich in personal perspective and cultural relevance. They demonstrate an emerging ability to act as informal cultural ambassadors by presenting national stories in a relatable and thoughtful manner. Through the use of storytelling techniques, simplified language, and cross-cultural sensitivity, these students contribute to the soft power goals of enhancing China’s global image and fostering mutual understanding.

At the same time, the discussion highlighted several challenges, such as the risk of oversimplification, reliance on official discourse, and occasional linguistic limitations. These issues suggest the need for more structured support in narrative-building and intercultural communication within university curricula.

Moving forward, more attention should be given to fostering student agency and originality in English-mediated storytelling. Future educational reforms should consider embedding narrative-based, interculturally oriented tasks into English curricula—not as peripheral activities, but as central to language learning in a globalized era.

References

[1]Jiang, B., & Shao, C. (2016). National governance quotient: The foundation of big data-based national governance. Social Sciences in China, 37(1), 25–40.

[2]Liang, L., & Xu, M. (2019). An exploratory study of Chinese words and phrases: A survey based on corpus to observe Chinese-English translation methods and international usage variability. Babel, 65(1), 96–113.

[3]Pan, L. (2011). English language ideologies in the Chinese foreign language education policies: A world-system perspective. Language Policy, 10(3), 245–263.

[4]Tickoo, A. (2020). An emergent English-mediated identity and a Chinese variety of WE. Pragmatics and Society, 11(1), 70–95.

[5]Wu, W.-C. V., Marek, M., & Chen, N.-S. (2013). Assessing cultural awareness and linguistic competency of EFL learners in a CMC-based active learning context. System, 41(3), 515–528.

Project：This paper is a research outcome of the College Student Innovation and Entrepreneurship Training Program at Liaoning University of International Business and Economics, titled "A Study on the Pathways for College Students to Narrate China's Governance Stories in English." Project Number: S202310841014.