A CONCEPTUAL FRAMEWORK FOR CROSS-CULTURAL TRAINING AND INTERCULTURAL COMPETENCE AMONG FOREIGN LANGUAGE TEACHERS IN JILIN PROVINCE

Abstract

Intercultural competence has become a core dimension of foreign language education, particularly as globalisation has reshaped expectations for communication across cultural boundaries. Teachers are increasingly expected to support learners in interpreting cultural meanings and developing adaptable communicative abilities. Yet, foreign language teachers in Jilin Province frequently report limited preparedness when attempting to implement intercultural teaching practices. Grounded in established theories of intercultural competence and cross-cultural training, the paper builds on the work of Byram (1997), Deardorff (2006), and Kolb (1984) to underline the combined importance of knowledge, attitudes, skills, and experiential learning in promoting intercultural development. The paper proposes a conceptual framework that shows how cross-cultural training, experiential learning, institutional support, and teacher motivation interact to enhance intercultural competence. When applied to the Jilin context, the framework reveals how cultural homogeneity and exam-oriented teaching traditions restrict opportunities for intercultural engagement. The discussion demonstrates that effective intercultural learning depends not only on theoretical understanding but also on reflective practice, sustained institutional support, and experiential opportunities, with important implications for teacher education, curriculum development, and institutional policy. This paper is conceptual in nature and develops a theoretical framework informed by established models and literature rather than empirical data collection.