A Chinese English Teachers Self彭珺【Abstract】InChina，theimportanceofinterculturaleducationisfullyrecognizedbyscholarsandteachersforlanguagesteaching.However，practitionersareoverwhelmedbythecontesteddefinitionsofinterculturalcompetences.Moreover，Englishteachersareunconsciouslyfallingintotheideologicalpitfall.Furthermore，theimportanceoftheidentitiesinvolvedinteachingisignoredbyEnglishteachers.【Keywords】interculturaleducation;interculturality;interculturalcompetences;ChineseEnglishteachersIntroductionOntheonehand，duetothelinkbetweenlanguagesandcultures，enhancingstudentsinterculturalcommunicationcompetenceisoneofthemainobjectivesofcollegeEnglishteachinginChinaGeWang，2020.PlentyofresearchhasstudiedonhowtoimprovestudentsICinEnglishteachingHuGao，1997;Wen，1999;Sun，2020;GeWang，2020.ThoughmanyEnglishteachershaverecognizedtheimportanceofIC，itisstillamysterytomostEnglishteachersduetothecontesteddefinitionsofIC.1.contestedICdefinitionsThecontesteddefinitionsofinterculturalcompetencesarethefirstdilemmathatisfacedbyplentyofteachingpractitioners.Thoughtheconceptofinterculturalcompetenceisthemainelementinvariousfieldsofresearch，thediscussionbetweentheconceptofinterculturalcompetenceandinterculturalcommunicationcompetenceICCiscontinuouslygoing.Someresearcherspointoutthatinterculturalcompetenceistheequivalenceofinterculturalcommunicationcompetenceeg.Spitzberg，1994.Othersclaimthatinterculturalcompetenceisasubdivisionofinterculturalcommunicationcompetenceeg.Byram，1997;Wen，1999whiletheotherswhohavecontradictedthisviewstatethatinterculturalcompetenceinterculturalcommunicationcompetenceisonepartofinterculturalcompetencewhichiscomprisedbymanyfactorseg.KotthoffSpencer-Oatey，2000.TheconceptualizationsofICorICCenrichtheunderstandingofinterculturalcommunicationaswellastheresearchofinterculturalcompetence.MostscholarsagreethatIChasthreedimensions：knowledge，attitudes，andskills，or，thealternativetermsreferredtothethreedimensionssee，AlredByram，2020;ChenandStarosta，1998;Jia，1997;YangZhuang，2020;GeWang，2020.Knowledgegenerallyreferstothetraditions，values，religions，politicalsystemsandsoonfromthehostcultures.Attitudesoftenrelatetobeingglobal-mindedYangZhuang，2020，torespectotherculturesSun，2020andtoalertonesownperspectivetoadequatelyunderstandandadapttothedemandsofthehostculture.SkillsarespecifiedtothecommunicativestrategieswhichcanleadtoeffectiveandappropriatecommunicationDodd，2020;Wang，2020;Sun，2020.Ontheonehand，thesimplecategorizationofICintoknowledge，attitudes，andskillsdimensionscanhelpresearcherstoassessthecompetencesinaneasyandobjectiveway.However，ontheotherhand，somescholarsalsocriticizetheproblematicwayofconceptualizingthedefinitionsofinterculturalcompetenceeg.DervinHalh，2020.Sincecultureisimaginationbyagroupofpeople，alwaysalongwithrace，nationality，andethnicity，itisaproblematicwayofcategorizingpeopleintoculturalgroupsDervinHalh，2020，p.96.Theyalsomentionthefactthatsuchalimited，modernversuspostmodernandpositivisticvisionsetsasideanimportantaspectofsocialinteraction：power2020.Therefore，Englishteacherswhoarededicatedtoimprovinglearnersinterculturalcompetenceshouldgobeyond“thesolidandculturalist，andacriticalapproachesDervinHalh，2020，p.107.2.LanguageideologyTheseconddilemmaofinterculturaleducationinChinaishowlanguageteachersdealwiththelanguageandideologyinlanguageteaching.Inthestudyoflanguage，ideologyisusuallyunderstoodasreflectionandexpressionoftheinterestsorexperienceofaspecificsocialposition，orsignifyingpractice，ideasordiscourserelatedtotheaccesstopowerortoitsmaintenance，whichisproposedbyWoolard1998ascitedinMa?a?tta?Pietika?inen，2020.AsanEnglishteacherforseveralyears，IsuddenlyfoundoutthatitwasveryeasyforEnglishteachersunconsciouslyfallingintotheideologicalpitfallwhichisinfluencedbythelanguagewehavetaught.Itisworthwhiletoinvestigatelanguageteachersattitudetowardslanguage，cultureandhowtheydealwithdifferentideologiespresentedinlanguagewhentheyareteaching.AsDarvinandNorton2020states，examininghowideologiesoperateenablesustodissectnotjustthedynamicsofpowerwithincommunicativeevents，butalsothestructuresofpowerthatcanprohibittheentryintospecificspaceswhertheseeventsoccurp.43.AccordingtoShi-Xu2020，p.287，thereisatendencyinresearchandpracticetoignorethefactthat“interculturalcommunicationissituatedinthecontextofimbalancebetweentheEastandtheWest，theNorthandtheSouth，menandwomenascitedinDervinHahl，2020.ThetendencycanbenoticedbyoneoftheaimsofinterculturaleducationforEnglishteachinginChina.Mostofthetime，theChineseEnglishteacherspracticetherulesunconsciouslyfrom“thetextswhicharetakentoidentifythedifferencesbetweenmodernwesternsocietyandsocietiesinothertimesandplaces，andthustoentailamoreorlessovertessentializationofthewestp.199.