Resources for intercultural learning in a non-essentialist perspective: an investigation of student and teacher perceptions in Chinese universities

This paper presents the results of a study that shed light on how English language students and teachers in Chinese higher education experienced a set of interculturality-oriented teaching materials developed by the European RICH-Ed project (Resources for Interculturality in Chinese Higher Education). The investigation involved 2,267 students and 41 teachers, who had tested one of the teaching modules put forward by RICH-Ed to stimulate intercultural development in a non-essentialist perspective. Participants were asked their opinions either by means of interviews or questionnaires. Data were analysed thematically. Results show that participants expressed a need for: (1) better detailed step-by-step instructional procedures and learning guidelines; (2) theoretical explanations of non-essentialism made vivid through examples and cases; (3) increased use of audio-visual and web resources as teaching materials. Findings indicate that participants resisted the idea that there are no right and wrong answers when talking about cultural groups, and that learning is contextual, since it depends on the students’ situated meanings and interpretation. While these results are linked to Chinese higher education, they are relevant in a plurality of contexts, considering that the systemic integration of intercultural learning – especially from a non-essentialist perspective – in language education is still incomplete in many educational settings.