INTERCULTURAL COMPETENCE IN FOREIGN LANGUAGE EDUCATION: A REVIEW OF CONCEPTS, FRAMEWORKS, AND TRAINING APPROACHES IN THE CHINESE CONTEXT

Abstract

Intercultural competence has emerged as a crucial element of foreign language education as teachers work within classrooms that are increasingly diverse and globally interconnected. This review compiles and analyses important conceptual, theoretical, and empirical work on intercultural competence, focusing specifically on its implications for foreign language teaching in China. Drawing on key frameworks such as Byram’s Intercultural Communicative Competence model and Deardorff’s process-based approach, this review describes intercultural competence as a multidimensional construct that encompasses cultural knowledge, interpretive skills, communicative adaptability, reflective awareness, and open-minded attitudes. Research shows that training programmes that combine practical activities, reflective processes, and long-term engagement lead to significant gains in teachers’ intercultural sensitivity and self-efficacy. However, studies continue to highlight enduring challenges in China, where exam-driven classroom cultures, scarce intercultural contact, and uneven institutional backing hinder teachers from effectively using intercultural teaching approaches, particularly in regions like Jilin. The review suggests that improving intercultural competence in China calls for professional development that is both coherent and responsive to local contexts, bridging the gap between policy aims and everyday teaching realities. Long-term experiential training, strong institutional support, and chances for genuine intercultural engagement are crucial for helping teachers apply conceptual knowledge in their classroom practice. The findings provide a foundation for designing more sustainable, locally relevant intercultural training initiatives for foreign language teachers.