Watching movies are beneficial to improving proficiency levels in a second language and intercultural communication. Recently, there are several popular animation features for children that are related to Chinese culture, but they lack detailed analysis in terms language learning (including Chinese as a second language) and intercultural communication. For instance, in the classification of Leal (2020), Kung Fu Panda (2008, 2011, 2016 & 2024) mainly center on a single culture but have a global market. In contrast, produced by a studio in Mainland China, Nezha: Birth of the Demon Child (2019) is about a youngster in ancient Chinese myths. It is all based on traditional Chinese culture, mostly targeting at viewers in the Greater China region. One of the highest-grossing movies in China, will it be a problem for foreigners trying to learn Chinese, both the language and culture? Still, the third category includes Turning Red (2022), set in the Chinese community in Toronto. It is a teenage girl in conflict with her family, the keeper of the historic temple for the clan in the country. The story is bicultural in its setting, especially in the girl’s friendship with her classmates, and the movie is targeted at multicultural audiences. What English words are used in relation to Chinese culture, and in what ways Turning Red can serve as a bridge between Chinese and western cultures?

Responding to new challenges and opportunities arising from recent global developments in international Chinese language education, the research focuses on the language analysis, movie themes, Chinese cultural elements, aiming to explore multimodal and intercultural communication on teaching models and methods in international Chinese language education. The research utilize movie clips, movie characters, and critiques of different areas of the world with different cultural backgrounds, to address core issues in the development of international Chinese education through intercultural communication. The aim is to provide a new insight and teaching approach in international Chinese language education and to enhance cultural interaction among civilizations through exchanging ideas.

Since the implementation of the "Chinese Proficiency Grading Standards for International Chinese Education" (GF0025-2021, hereinafter referred to as the "Proficiency Standards") by the Chinese Ministry of Education and the State Language Commission four years ago, experts and scholars from different countries and regions have engaged in extensive discussions and research on the application of the "Proficiency Standards" in curriculum design, language teaching and assessment. The main focus of our discussion is how to effectively utilize the "Proficiency Standards" in localized curriculum design, teaching methods, and assessment arrangements to accurately assess learners' Chinese proficiency levels.

Specifically, the research question of this study is: How can we, based on the new system of the "Proficiency Standards," center on the learners, adopt differentiated teaching methods, and utilize students' learning motivations to address their diverse needs in a context of increasingly diverse learner backgrounds and widening differences? The research objective is to promote the localization of the "Proficiency Standards" in teaching materials, approaches and assessment practices.

Our students have diverse backgrounds, various proficiency levels, and individualized needs. Additionally, limited course hours, a wide range of proficiency levels, and challenges in providing ample practice opportunities within and outside the classroom due to the language environment have hindered optimal learning outcomes. In response to this, we have begun exploring new ideas in curriculum design, aiming to meet diverse and personalized local learning needs through innovative teaching strategies. Tailored micro-courses, workshops, community activities, and other initiatives are utilized to align with students' motivations, interests, abilities, and needs, aiming to engage and encourage students to embrace challenges and immerse themselves in various language environments. This approach not only compensates for deficiencies inside and outside the classroom but also provides opportunities to experience the local culture, thereby enhancing comprehensive Chinese language proficiency.

By examining the application of the "Proficiency Standards" in curriculum design and teaching practices, this study aims to ensure the quality of Chinese language education to international students while driving curriculum innovation. This endeavor will contribute to an overall and effective enhancement of language teaching and curriculum design guided by the "Proficiency Standards."

Language is a carrier of culture. Learning Chinese through the immersion of traditional and modern culture is a feature of many current Chinese courses. However, most course designs treat cultural themes as an independent part added after class, providing supplementary Chinese teaching, or simply as a separate course dedicated to teaching culture. As a result, this may not spark students' interest, and the limited class time cannot cover all ideal content, thereby affecting the teaching effectiveness.

This research explores how to emphasize the cultural characteristics of the Greater Bay Area in the design of advanced communication courses for university students in Hong Kong, from the perspectives of course objectives, learning goals, and course design. It aims to provide students with opportunities to learn the language by understanding regional culture in various practical integration situations within the Greater Bay Area. The course is designed to facilitate communication and exchange among students from different regions, while also enabling them to gain a deep understanding of and mastery over the life, workplace, and cultural terminology of various places, as well as learning regional cultural elements. Ultimately, it seeks to ensure that students can apply what they have learned after graduation, smoothly handle situations related to the cross-strait and four regions in their work, face cultural challenges in their lives, unlock cultural confusions, and promote cross-regional cultural communication and understanding.

Using two university language courses as examples, the author illustrates how students from different backgrounds analyze various cultural themes in class discussions and assignments, learn different cultural connotations, and understand regional cultural differences, thus promoting mutual understanding.

This research references theories of Chinese language education, cultural teaching, and intercultural communication, advocating for cultural mutual appreciation, cross-regional communication, and cultural integration. It hopes to not only teach language knowledge in Chinese education but also impart the essential cultural connotations of the language to the youth of the Greater Bay Area, enabling them to carry forward the humanistic spirit of Chinese culture, regardless of where they are in the high-tech future.