1. Introduction

The chapter discusses the significance of developing students' intercultural communicative competence (ICC) in EFL education, particularly in the context of Chinese tertiary education. It also highlights the shift from essentialism to constructivism in ICC education, emphasizing the need for a more inclusive and global approach. The study aims to explore the teacher's reflections and teaching practices over a 10-year period in order to enhance students' ICC by integrating their personal experiences into intercultural education.

2. Research Background

The chapter describes the author's experience teaching an intercultural communication course, emphasizing the importance of critical cultural awareness in EFL learners’ ICC development. The author discusses the use of reflective teaching in second language education, rooted in Dewey’s concept of reflection as a basis for improving teaching practices and enhancing students’ learning. The chapter also highlights the cycle of reflective teaching involving appreciation, action, and re-appreciation, as well as the author's own experience of continuously revising the curriculum through reflection.

3. Process of Reflective Teaching

chapter discusses the early phase of teaching, including the objectives, syllabus design, and pedagogical activities. It reflects on the challenges of teaching intercultural communication theories and the lack of student engagement. The chapter also discusses the second phase of teaching, which involves the integration of students' personal intercultural experiences into the classroom. It explores the students' overseas experiences and cultural encounters, and the implementation of a pedagogical adjustment to encourage students to share their own intercultural experiences in class presentations, fostering reflection and discussion on cultural perspectives and stereotypes.

4. Discussion and Reflection

This chapter discusses the teacher's progression from a soft essentialist perspective to incorporating students' personal experiences into pedagogical design and the impact on developing intercultural communicative competence. The teacher's beliefs guide the reflection and revision of pedagogical activities, focusing on developing intercultural awareness, using personal experiences as valuable resources, and aiming to develop a holistic "self" in the globalized world. The pedagogical design integrates learners' intercultural experiences, providing stimuli for students to analyze, apply, synthesize, and evaluate through reflection and reasoning. The goal is to develop competence in critical, reflective, and empathetic thinking, aligning with the ethos of whole-person education.

5. Conclusion

This chapter reflects on the teacher’s ten years of teaching intercultural communication, emphasizing the need for more research on the implementation of theories and beliefs in teaching practice. It highlights the importance of continuous theoretical development and practical reflection for the education of intercultural communicative competence to meet the needs of the globalized world.