EFL Teachers’ Perspectives on Intercultural Competence and Policy Support in Chinese International Senior High Schools

Abstract

This dissertation investigates the viewpoints of English as a Foreign Language (EFL) teachers in Chinese international senior high schools about intercultural competence (IC) and policy support. The study seeks to comprehend the perception of EFL teachers regarding their own and their students’ intercultural competence (IC), as well as evaluate the efficacy of existing educational practices in promoting these abilities. I used a qualitative approach to conduct semi-structured interviews with four English as a Foreign Language (EFL). The purpose was to investigate their experiences, difficulties, and approaches to teaching intercultural competence (IC) in a Chinese education system focused primarily on exams. The findings indicate that teachers acknowledge the significance of intercultural competence (IC) in adapting students to a new environment. However, there are substantial obstacles to successfully incorporating these concepts into classroom methodologies. The issues include insufficient policy backing, poor resources, and an overemphasis on language ability rather than intercultural competence (IC). The study emphasises the necessity for more extensive educational policies and improved teacher training programs to effectively facilitate the growth of intercultural competence (IC). The dissertation ends by suggesting that government and schools should give high importance to intercultural competence (IC) education in EFL teaching. This would help students develop the required skills to negotiate varied cultures and different settings.