在国家期待提高教师专业素质，弘扬教育家精神的背景下，高校外语教师提高跨学科能力和跨学科素养成为必然之势。当前外语教师的困境表现呈现多样化：能力结构单一、学习有学科壁垒、思维安于现状、学科交叉互补难以突破。突破困境的方法可采用：以系统性思维进行观念重构与认知升级、以情境化思维实现知识结构的优化与拓展、用教学与科研的互相印证把握知识社会。改革过程中需要避免外语学科主体性消解的风险、避免“语言+专业”的简单机械叠加、避免教师负担过重风险。外语教师提高跨学科能力和学科素养既是在坚守语言育人的本质，又是在创新教学科研内容方法。

Against the backdrop of the nation’s expectations to enhance teachers’ professional quality and promote the ethos of educators, it has become an inevitable trend for college foreign language teachers to improve their subject competence and literacy. Currently, the challenges faced by foreign language teachers are diverse: a singular competence structure, disciplinary barriers in learning, complacency in thinking, and difficulties in breaking through interdisciplinary integration. To overcome these difficulties, methods such as conceptual reconstruction and cognitive upgrading through systematic thinking, optimization and expansion of knowledge structures through contextual thinking, and grasping the knowledge society by corroborating teaching and research can be adopted. During the reform process, risks such as the deconstruction of the subjectivity of the foreign language discipline, the simple mechanical stacking of “language + major,” and the excessive burden on teachers must be avoided. Enhancing the subject competence and literacy of foreign language teachers is both a commitment to the essence of language education and an innovation in the content and methods of teaching and research.