TCSOL Instructor Intercultural Communication Skills Training Measures

Chinese language teachers today are teaching in an era of people coming from all around the world to study China's culture and language?Presently,Chinese language teachers attend an intercultural communication course as part of their teacher training.However,the current framework may not be adequate to suit the vocational training needs of future Chinese teachers.The current training plan vaguely defines intercultural communication skills as an awareness of communicative events and processes involved in an intercultural exchange.Furthermore,the extent that multiculturalism is taught in the course content and the specificity of intercultural communication competence associated with language teaching as a vocation are not officially part of the curricular framework.Learning to communicate between cultures is a process that teachers need to master before they can successfully pass this skill on to their language students.Many complex interactions occur to form a classroom culture—a mixture of the target language's culture and the students' and teacher's background cultures.Multicultural communication competence can be learned through educational practices such as foreign language learning and culture education,as well as a vocational internship in an international setting.Importantly,the breadth and depth of the multicultural scope of intercultural communication skills training should reflect a balance of theory and practice and include information about all of the world's most prominent cultures.Information should be disseminated through a mixture of individual,cooperative,and inductive vocational training activities.As the curriculum advances,the dynamic intensity of the training activities should gradually progress from traditional,passive learning techniques to modern,active learning strategies.Trainers will benefit from carefully selecting and utilizing appropriate learning materials and textbooks to ease the burden of producing a meaningful course design with detailed lesson plans from scratch.Whatever the instructor chooses to do,the lesson plans should integrate course content into effective learning activities.Over the course of this research,some problems in intercultural communications training have been discovered.First,there is undoubtedly a need to improve the quality of textbooks designed specifically to train teachers of Chinese to speakers of other languages.Most of the current materials are written for developing the vocational skills of other student disciplines.However,before the problem of the textbooks can be properly solved,the intercultural communication educational standard needs to be clearly defined,especially with regard to the extent that multiculturalism is reflected in the course content.Currently,the trend of cultural content in intercultural communication textbooks suggests that training focuses a majority of resources on teaching information about American culture,while neglecting non-European and non-English speaking cultures.Further research is needed to better understand the process of acquiring multicultural competency,determine the most effective course design and active learning strategies,and use this information to create a standardized training plan for students majoring in teaching Chinese to speakers of other languages.