Intercultural Competence of Chinese College English Teachers: A Comprehensive Study

Abstract

This study investigates Chinese college English teachers’ intercultural competence (IC) through mixed-methods research involving 69 survey respondents and four interviews. Findings reveal systemic challenges in integrating cultural instruction, including teachers’ self-perceived knowledge gaps (39%), pedagogical skill deficiencies (36%), and curricular misalignment with policy mandates. While national reforms emphasize IC development, classroom practices remain constrained by exam-oriented priorities, limited training (only 26% received in-service IC training), and textbook biases favoring Anglo-American cultures. Quantitative analysis shows teachers’ confidence negatively correlates with teaching experience, but positively with education level, suggesting advanced academic training enhances IC integration capabilities. Qualitative data highlight tensions between ideological-political curriculum requirements and authentic intercultural pedagogy, with teachers creatively adapting content to balance cultural perspectives. The research identifies two critical gaps: (1) policy-implementation disconnect in cultural education, and (2) insufficient professional development despite training demands. Recommendations emphasize holistic reforms: expanding workshop-based teacher training, redesigning textbooks with balanced cultural representations, and aligning assessment systems with IC objectives. This study underscores the necessity of addressing both institutional barriers (time constraints, testing systems) and individual competencies to bridge China’s intercultural education aspirations and classroom realities.