BILINGUAL SYNERGY IN FOREIGN LANGUAGE TEACHING AND INNOVATIONS IN TEACHING PRACTICE

In the contemporary society marked by increasing globalization and cross-cultural exchanges, the evaluation criteria for language competence are undergoing fundamental transformations. Effectively converting bilingual cognitive resources has emerged as a critical proposition for overcoming pedagogical challenges. Grounded in the bilingual synergistic effect theory, this study investigates the dynamic mutual-construction mechanisms between native and target languages in cognitive processes, exploring synergistic pathways for cultivating linguistic competence and cultural cognition in foreign language education. Taking the Sino-British Civil Engineering Collaborative Program at Yunnan University, China, as an empirical case, the research demonstrates that a progressive bilingual curriculum improved the Test for English Majors-Band 4 (TEM-4) pass rate by 24% among participating students while reducing terminology errors in reports by 57%. These findings validate the feasibility of translating bilingual synergy theory into pedagogical practices. The study provides a replicate model for interdisciplinary bilingual education reform and offers practical insights for innovating foreign language instruction in a globalized context.