Abstract

To address the persistent problems of insufficient cultural immersion, monotonous practice scenarios, and weak cross-stage resource coordination in secondary-school English education, this study established a “university-school cooperative community” and launched an interdisciplinary English-drama programme anchored in two classical Chinese texts prescribed for junior-high students. The project targets three mutually reinforcing domains: linguistic proficiency, cultural literacy, and transferable competencies. Through a “dual-tutor” system, layered collaboration, and shared outputs, the project achieved a deep fusion of classical-text interpretation, English-language practice, and artistic expression. The findings demonstrate that this method significantly enhances students’ English proficiency, and the productive data show marked improvement in oral fluency. It enhances the awareness of intercultural communication and overall literacy; students shifted from passive reception of classical texts to active dissemination. It offers a replicable and scalable model for innovating secondary-school English instruction and providing new insights into how university and school resources can be synergised to empower English learning.