Intercultural competence development in English teachers in China: A case study
DOI:
https://doi.org/10.36881/yachay.v13i2.944Keywords:
Intercultural competence, language teaching, teacher educationAbstract
The present study highlights the need to develop Intercultural Competence (IC) as a fundamental tool for English as a Foreign language (EFL) teachers in an ever-evolving globalized context. This study focuses particularly on those educators who move to a different cultural environment and have to adapt to new socio-cultural realities. The case study analyzes the experiences of an EFL teacher originally from northern Mexico who moved to China to advance her professional career. The purpose of the qualitative research was to explore the experiences and perceptions of EFL teachers who have taught in China. The theoretical framework of this research is based on the concepts of IC and transformative learning. The results obtained suggest that IC not only facilitates adaptation to informational changes, but also contributes significantly to coping with the rapid transformation of teachers' and students' roles in contemporary educational contexts.
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