Although a consensus has been reached internationally on the importance of teaching home culture in foreign language education, this is still debated in China. By ignoring cultural factors, some regard English as simply a tool and believe linguistic skills to be the core of English teaching, especially in teaching English to non-English major students. Most, on the other hand, have recognized the intertwined relationship between language and culture, thus support intercultural language teaching. As Byram (1997) notes that both home culture and target culture are parts of the knowledge an “intercultural speaker” should possess. In spite of the growing emphasis that has been placed on intercultural communication competence (ICC) by policy makers in the context of “Chinese Culture Going Global Strategy”, it is neglected in practice and is still in secondary status. This phenomenon is especially widespread in integrating Chinese culture into college English courses and there are many problems and challenges in its implementing. Therefore, after discussing the rationales of involving Chinese culture in teaching college English, some suggestions are provided.
|Number of pages||8|
|Journal||Theory and Practice in Language Studies|
|Publication status||Published - 1 Jul 2019|
- College English teaching
- outreaching strategy
- intercultural communication