Intercultural Communicative Competence among Chinese Language Teachers in the UAE: Perspectives, Practices, and Challenges

Abstract

With the globalization of education, Intercultural Communicative Competence (ICC) has become a critical element in foreign language instruction. This study aims to investigate the ICC levels, perceptions, and pedagogical practices of Chinese language teachers in the UAE’s K–12 public schools, while also identifying the challenges they face in multicultural teaching environments. Adopting a mixed-methods design, the study employed a structured questionnaire based on Byram’s ICC model and intercultural contact scales, and conducted semi-structured interviews grounded in Karabinar & Guler’s framework. A purposive sample of 37 Chinese teachers participated in the survey, and 5 were selected for in-depth interviews. Quantitative analysis revealed that teachers demonstrated high levels of ICC, especially in attitudes and skills of interpreting and relating, while critical cultural awareness was less developed. Intercultural contact at the workplace was the strongest predictor of ICC development, whereas social media interaction had negligible influence. Thematic analysis of interview data highlighted pedagogical strategies such as cultural comparison and simulation, alongside recurring challenges including religious sensitivities, lack of cultural resources, and psychological stress. The findings suggest that ICC not only affects teaching effectiveness but also impacts teachers’ mental well-being and professional identity. Implications include the need for targeted teacher training programs focusing on critical cultural awareness, the expansion of intercultural resources, and institutional support mechanisms. These insights contribute to the refinement of Chinese language education policies and promote intercultural understanding in the context of multilingual and multicultural education in the UAE.