MOROCCANS TEACHING ENGLISH IN CHINA: A JOURNEY OF CROSS-CULTURAL EXPERIENCE
DOI:
https://doi.org/10.35631/IJMOE.830014Keywords:
China, DMIS, EFL, Intercultural Sensitivity, Moroccan TeachersAbstract
This study aims to explore the cross-cultural experiences of Moroccan EFL teachers working in China and examine how those experiences shape their intercultural sensitivity. Globalization has increased the need for English language skills worldwide, and such demand creates unique cross-cultural challenges for EFL teachers seeking opportunities abroad, especially in contexts like China. Based on Bennett's Developmental Model of Intercultural Sensitivity, this paper explores the cross-cultural experiences of 10 Moroccan EFL teachers in China. This study adopts a qualitative approach, and as a data collection method, this study used online semi-structured interviews. Interview responses were analyzed following Braun and Clarke's six-phase thematic analysis. The analysis shows that participants faced numerous challenges while adjusting to the Chinese culture, including communication barriers, unfamiliar social norms and food, perceptions by locals as outsiders, and social integration. As they adjusted to these challenges, participants gradually developed intercultural sensitivity. This development, however, was neither linear nor uniform for all participants. In addition to developing intercultural sensitivity, participants also reported developing on both the personal and professional levels. Personally, participants acquired more resilience, independence, and confidence. Professionally, they improved their technological literacy, teaching skills, and work ethic. Findings of this study can fill a critical gap in research on North Africans working in non-Western contexts. Findings can also offer practical implications to improve intercultural training and workplace support for expatriates.
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