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1、A Chinese English Teachers Self彭珺【Abstract】InChina，theimportanceofinterculturaleducationisfullyrecognizedbyscholarsandteachersforlanguagesteaching.However，practitionersareoverwhelmedbythecontesteddefinitionsofinterculturalcompetences.Moreover，Englishteachersareunconsciouslyfallingintotheideologicalp
2、itfall.Furthermore，theimportanceoftheidentitiesinvolvedinteachingisignoredbyEnglishteachers.【Keywords】interculturaleducation;interculturality;interculturalcompetences;ChineseEnglishteachersIntroductionOntheonehand，duetothelinkbetweenlanguagesandcultures，enhancingstudentsinterculturalcommunicationcom
3、petenceisoneofthemainobjectivesofcollegeEnglishteachinginChinaGeWang，2020.PlentyofresearchhasstudiedonhowtoimprovestudentsICinEnglishteachingHuGao，1997;Wen，1999;Sun，2020;GeWang，2020.ThoughmanyEnglishteachershaverecognizedtheimportanceofIC，itisstillamysterytomostEnglishteachersduetothecontesteddefini
4、tionsofIC.1.contestedICdefinitionsThecontesteddefinitionsofinterculturalcompetencesarethefirstdilemmathatisfacedbyplentyofteachingpractitioners.Thoughtheconceptofinterculturalcompetenceisthemainelementinvariousfieldsofresearch，thediscussionbetweentheconceptofinterculturalcompetenceandinterculturalco
5、mmunicationcompetenceICCiscontinuouslygoing.Someresearcherspointoutthatinterculturalcompetenceistheequivalenceofinterculturalcommunicationcompetenceeg.Spitzberg，1994.Othersclaimthatinterculturalcompetenceisasubdivisionofinterculturalcommunicationcompetenceeg.Byram，1997;Wen，1999whiletheotherswhohavec
6、ontradictedthisviewstatethatinterculturalcompetenceinterculturalcommunicationcompetenceisonepartofinterculturalcompetencewhichiscomprisedbymanyfactorseg.KotthoffSpencer-Oatey，2000.TheconceptualizationsofICorICCenrichtheunderstandingofinterculturalcommunicationaswellastheresearchofinterculturalcompet
7、ence.MostscholarsagreethatIChasthreedimensions：knowledge，attitudes，andskills，or，thealternativetermsreferredtothethreedimensionssee，AlredByram，2020;ChenandStarosta，1998;Jia，1997;YangZhuang，2020;GeWang，2020.Knowledgegenerallyreferstothetraditions，values，religions，politicalsystemsandsoonfromthehostcult
8、ures.Attitudesoftenrelatetobeingglobal-mindedYangZhuang，2020，torespectotherculturesSun，2020andtoalertonesownperspectivetoadequatelyunderstandandadapttothedemandsofthehostculture.SkillsarespecifiedtothecommunicativestrategieswhichcanleadtoeffectiveandappropriatecommunicationDodd，2020;Wang，2020;Sun，20
9、20.Ontheonehand，thesimplecategorizationofICintoknowledge，attitudes，andskillsdimensionscanhelpresearcherstoassessthecompetencesinaneasyandobjectiveway.However，ontheotherhand，somescholarsalsocriticizetheproblematicwayofconceptualizingthedefinitionsofinterculturalcompetenceeg.DervinHalh，2020.Sincecultu
10、reisimaginationbyagroupofpeople，alwaysalongwithrace，nationality，andethnicity，itisaproblematicwayofcategorizingpeopleintoculturalgroupsDervinHalh，2020，p.96.Theyalsomentionthefactthatsuchalimited，modernversuspostmodernandpositivisticvisionsetsasideanimportantaspectofsocialinteraction：power2020.Therefo
11、re，Englishteacherswhoarededicatedtoimprovinglearnersinterculturalcompetenceshouldgobeyond“thesolidandculturalist，andacriticalapproachesDervinHalh，2020，p.107.2.LanguageideologyTheseconddilemmaofinterculturaleducationinChinaishowlanguageteachersdealwiththelanguageandideologyinlanguageteaching.Inthestu
12、dyoflanguage，ideologyisusuallyunderstoodasreflectionandexpressionoftheinterestsorexperienceofaspecificsocialposition，orsignifyingpractice，ideasordiscourserelatedtotheaccesstopowerortoitsmaintenance，whichisproposedbyWoolard1998ascitedinMa?a?tta?Pietika?inen，2020.AsanEnglishteacherforseveralyears，Isud
13、denlyfoundoutthatitwasveryeasyforEnglishteachersunconsciouslyfallingintotheideologicalpitfallwhichisinfluencedbythelanguagewehavetaught.Itisworthwhiletoinvestigatelanguageteachersattitudetowardslanguage，cultureandhowtheydealwithdifferentideologiespresentedinlanguagewhentheyareteaching.AsDarvinandNor
14、ton2020states，examininghowideologiesoperateenablesustodissectnotjustthedynamicsofpowerwithincommunicativeevents，butalsothestructuresofpowerthatcanprohibittheentryintospecificspaceswhertheseeventsoccurp.43.AccordingtoShi-Xu2020，p.287，thereisatendencyinresearchandpracticetoignorethefactthat“intercultu
15、ralcommunicationissituatedinthecontextofimbalancebetweentheEastandtheWest，theNorthandtheSouth，menandwomenascitedinDervinHahl，2020.ThetendencycanbenoticedbyoneoftheaimsofinterculturaleducationforEnglishteachinginChina.Mostofthetime，theChineseEnglishteacherspracticetherulesunconsciouslyfrom“thetextswhicharetakentoidentifythedifferencesbetweenmodernwesternsocietyandsocietiesinothertimesandplaces，andthustoentailamoreorlessovertessentializationofthewestp.199.
