Bridging the discursive divide: exploring the tension between linguistic proficiency and intercultural competence in Thai language education in China

Abstract

This study investigates the "discursive divide" within Thai as a Second Language Education (TSL) in Chinese universities, focusing on the gap between high-level policy rhetoric and pedagogical reality. Situated in the under-researched context of China-Thailand educational and professional exchange, the study adopts a qualitative, multi-stakeholder design involving 22 stakeholders, including program chairs, students, alumni, and employers. The findings show that although Intercultural Communicative Competence (ICC) is recognized in principle, it remains vaguely manifest in practice, particularly within early curriculum design, routine pedagogy, and assessment. Language training continues to receive stronger emphasis, while the interpretive, mediatory, and role-sensitive capacities needed for professional interaction are less systematically developed. The study also suggests that overseas exposure alone does not ensure ICC development when it is not supported by explicit guidance and reflection. In addition, assessment practices continue to privilege linguistic accuracy over intercultural learning, helping explain the gap between formal certification and workplace readiness. The study contributes to research on Less Commonly Taught Languages (LCTLs) by showing that ICC frameworks remain useful but may require context-sensitive interpretation in South-South educational settings shaped by institutional conditions, professional demands, and situational mediation.