Lesser-Used Languages for Specific Purposes constitute a critical component within the broader domain of Language for Specific Purposes (LSP). Unlike Language for General Purposes (LGP), which focuses on developing general communicative competence, LSP is tailored to meet the specialized linguistic needs of learners engaged in particular professional and academic fields. This pedagogical approach is distinguished by its targeted curriculum design, which integrates language learning with domain-specific knowledge, thereby fostering high-caliber foreign language talents capable of operating effectively in specialized contexts. In China, the field of English for Specific Purposes (ESP) has undergone significant development, benefiting from systematic research, pedagogical refinement, and a wellestablished instructional framework. However, the teaching of lesser-used languages has faced persistent challenges, primarily due to an inadequate foundation in both language proficiency and professional expertise. The scarcity of tailored teaching materials, insufficient interdisciplinary collaboration, and a limited pool of qualified teachers have further impeded the integration of lesser-used language education with specialized subject areas. Nevertheless, the growing demand for multilingual and multidisciplinary professionals, driven by China’s expanding global engagements and economic diversification, has catalyzed a shift in language education priorities. An increasing number of higher education institutions have begun to recognize the necessity of equipping students with specialized linguistic competencies in lesser used languages, particularly at the graduate level. This transformation necessitates a strategic, research-driven approach to developing LSP curricula for lesser-used languages that align with national development goals and international collaboration needs. This paper seeks to address these gaps by applying LSP theories to conduct a comprehensive demand analysis for specialized lesser-used languages. It aims to explore pedagogical methodologies, curriculum frameworks, and content development strategies to enhance the effectiveness of LSP instruction. By proposing an innovative and structured approach, this study contributes to the advancement of foreign language education and the cultivation of professionals capable of bridging linguistic and disciplinary boundaries in an increasingly interconnected world.
