Identity positioning in teaching Intercultural Communication: A case study of Chinese EFL teachers

Abstract

This qualitative study examines how Chinese 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 a reciprocal relationship between IC expertise development and identity formation, with pedagogical growth shaping identity and vice versa. The study offers insights for EFL teacher development in intercultural education and specialized content teaching contexts.