Identity Positioning in Teaching Intercultural Communication: A Case Study of Chinese EFL Teachers
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| Title: | Identity Positioning in Teaching Intercultural Communication: A Case Study of Chinese EFL Teachers |
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| Language: | English |
| Authors: | Fuxia Zhao, Ruobing Chi |
| Source: | Intercultural Communication Education. 2026 9(1). |
| Availability: | Castledown Publishers. Ground Level, 470 St Kilda Road, Melbourne, 3004, Australia. Tel: 646-520-0676; e-mail: contact@castledown.com; Web site: https://castledown.online/journals/ice/ |
| Peer Reviewed: | Y |
| Page Count: | 21 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Foreign Countries, Language Teachers, English (Second Language), Intercultural Communication, Teaching Experience, Professional Identity, Teacher Student Relationship, Higher Education, Self Concept, World Views |
| Geographic Terms: | China |
| ISSN: | 2209-1041 |
| Abstract: | This qualitative study examines how Chinese English as a Foreign Language (EFL) teachers position their identities when teaching Intercultural Communication (IC), an interdisciplinary subject. With data collected through interviews, observations, and document analysis of three experienced EFL teachers at Chinese universities, thematic analysis revealed: (1) Teachers adopt strategic roles as "organizers," "guides," "transmitters," and "midwives" in IC pedagogy; (2) Their identity evolution progresses from casual taster to IC promoter, apprentice to independent practitioner, and student to creative professional; (3) Sustained IC teaching expands their identities beyond EFL teachers to encompass IC instructors, learners, and researchers. Findings highlight engaging in IC pedagogy can simultaneously reshape language teacher identity, enhance teaching practice, and foster professional development. Additionally, intercultural educators must renegotiate their legitimacy and adopt new roles to meet the demands of IC pedagogy. The study offers insights for EFL teacher development in intercultural education and specialized content teaching contexts. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1505572 |
| Database: | ERIC |
| Abstract: | This qualitative study examines how Chinese English as a Foreign Language (EFL) teachers position their identities when teaching Intercultural Communication (IC), an interdisciplinary subject. With data collected through interviews, observations, and document analysis of three experienced EFL teachers at Chinese universities, thematic analysis revealed: (1) Teachers adopt strategic roles as "organizers," "guides," "transmitters," and "midwives" in IC pedagogy; (2) Their identity evolution progresses from casual taster to IC promoter, apprentice to independent practitioner, and student to creative professional; (3) Sustained IC teaching expands their identities beyond EFL teachers to encompass IC instructors, learners, and researchers. Findings highlight engaging in IC pedagogy can simultaneously reshape language teacher identity, enhance teaching practice, and foster professional development. Additionally, intercultural educators must renegotiate their legitimacy and adopt new roles to meet the demands of IC pedagogy. The study offers insights for EFL teacher development in intercultural education and specialized content teaching contexts. |
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| ISSN: | 2209-1041 |
