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Translation and Foreign Language Learning

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ArticleMulti-perspective Studies of Foreign Languages Learning http://dx.doi.org/10.26855/tfll.2026.01.027

Digital Empowerment of Local Cultural Heritage in EFL Education: A Conceptual Framework

Jinrong Li*, Min Huang

School of General Education, Moutai Institute, Zunyi 564500, Guizhou, China.

*Corresponding author: Jinrong Li

This work was supported by the Guizhou Provincial Education Science Planning Project under Grant No. 2025C008 (“A Study on the Value and Pathways of Empowering College English Teaching with Local Cultural Resources in Guizhou under the Digital Background”).
Published: January 31, 2026

Abstract

Despite the critical turn in Computer-Assisted Language Learning (CALL) toward equity and decolonization, the intersection of digital technologies and localized minority cultural heritage within English as a Foreign Language (EFL) education remains critically underexplored, particularly in multilingua China South contexts. This conceptual paper addresses this theoretical lacuna by proposing an integrated framework that bridges Bourdieu’s cultural capital theory—augmented by Yosso’s Community Cultural Wealth to counter deficit narratives—with digital affordance theory. The central theoretical innovation lies in the operationalization of “affective affordance”, a novel analytical dimension capturing the identity-laden emotional responses (e.g., cultural pride, belonging) evoked by digital heritage engagement, which conventional, cognitively focused CALL paradigms have largely overlooked. Grounded in this architecture, the study outlines a 16-week explanatory sequential mixed-methods design situated in Guizhou Province, China. The intervention actively engages non-elite university learners in the English-mediated narration of localized Intangible Cultural Heritage (e.g., Miao batik, Dong grand songs) via AI-scaffolded digital modules. The paper anticipates threefold contributions: theoretically, it advances CALL litera-ture by conceptualizing “digital cultural capital” as a legitimate, hybrid linguistic asset; pedagogically, it offers a replicable, culturally responsive curricular model to combat the prevalent “cultural aphasia” among EFL learners; and socially, it repositions rural and minority students as “cultural experts,” thereby subverting hegemonic linguistic hierarchies and forging a symbiotic pedagogical cycle between academic language learning and rural revitalization. By linking macro-sociological structures with micro-interactional processes, this research provides a critical paradigm for heritage-based language education in peripheralized contexts.

Keyword

Digital cultural capital; Affective affordance; Cultural identity; EFL curriculum

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Copyright

© 2026 by the author(s).
This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution-NonCommercial-NoDerivatives (CC BY-NC-ND) license, which permits non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited and is not modified or adapted.
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How to cite this paper

Digital Empowerment of Local Cultural Heritage in EFL Education: A Conceptual Framework

How to cite this paper: Jinrong Li, Min Huang. (2026). Digital Empowerment of Local Cultural Heritage in EFL Education: A Conceptual Framework. Translation and Foreign Language Learning2(1), 166-171.

DOI: http://dx.doi.org/10.26855/tfll.2026.01.027