A mixed method study on Chinese primary school EFL teachers’ preparation, affecting factors and support needed to implement intercultural foreign language teaching

Abstract

Cultivating intercultural competence is a long-term and staged process requiring the efforts of all counterparts in the education field from primary school up to university. Currently, most research on intercultural education in China focuses on the tertiary education context, and little attention has been paid to elementary education as well as primary school EFL teachers. Against this background, this study intends to investigate Chinese primary school EFL teachers’ preparedness for intercultural foreign language teaching (IFLT), its influencing factors, and the support teachers need to implement IFLT. A convergent mixed method was used in this study. Data was collected through questionnaires and interviews, SPSS and the thematic analysis method were used to analyze the data. Via both quantitative and qualitative methods, this empirical study found that: 1. Primary school EFL teachers are not well prepared for IFLT; 2. Textbooks, the current evaluation system, teachers’ lack of literacy in intercultural competence, insufficient teacher training on intercultural competence, and teachers’ lack of time and energy are five major factors that constrain the implementation of IFLT; 3. Support from school administration, the construction of intercultural-related materials and resources, and practice-oriented teacher training are the three main support teachers need. Based on these findings, the role of textbooks, experience abroad and general materials on culture in promoting IFLT were discussed. At last, implications and future research directions were proposed.

Suggested Practices for Developing Intercultural Communication Competences in Early English Language Lessons Based on a Systematic Literature Review

“…As literature review reveals, several scholars and researchers (Sobkowiak, 2021;Fajriyah et al, 2020;Sercu et al, 2020;Fernández-Agüero & Chancay-Cedeño, 2019;Rodríguez-Izquierdo, 2022;Vo, 2017) have explored the implementation of ICC, gaining valuable insights as regards the teaching practices, techniques and methods adopted by teachers. On the contrary, there seems to be a limitation of research that closely examines intercultural classroom practices during English language learning, regarding childhood and especially kindergarten or primary education (Howard et al, 2019;Brunsmeier, 2017;Wang et al, 2023;Smakova & Paulsrud, 2020). Studies with reference to learners of the primary context have mainly focused on discussing the potential stemming from intercultural learning for children (Wang, et al, 2023).…”

“…On the contrary, there seems to be a limitation of research that closely examines intercultural classroom practices during English language learning, regarding childhood and especially kindergarten or primary education (Howard et al, 2019;Brunsmeier, 2017;Wang et al, 2023;Smakova & Paulsrud, 2020). Studies with reference to learners of the primary context have mainly focused on discussing the potential stemming from intercultural learning for children (Wang, et al, 2023).…”

“…Since the advent of globalization, modern societies are marked by increasing cultural, linguistic, ethnic and social diversity, leading to growing intercultural encounters among citizens (Zhang & Zhou, 2019;Breka & Petravić, 2015). Consequently, acquiring and mastering intercultural awareness is considered of utmost importance, especially in the educational world (Wang et al, 2023). Schools constitute the core for promoting and developing significant values, skills and knowledge that will shape the citizens of tomorrow's world.…”