This study explores how English teachers in Z High School perceive and implement intercultural awareness cultivation in bilingual classroom settings and examines how non-participant classroom observations reflect teachers’ practical teaching practices in promoting students’ intercultural awareness. Employing a qualitative case study approach, the research collected data through semi-structured interviews with three English teachers and non-participant classroom observations. Findings indicate that while teachers recognize the importance of intercultural awareness and integrate cultural elements through diverse strategies—including rhetorical means, experiential learning, and peer reviews—their efforts are constrained by the exam-oriented education system, limited instructional time, and students’ varying language proficiency. Classroom observations further reveal disparities in student engagement, with more interactive and critical-thinking-based lessons yielding higher participation. The study highlights the gap between national curriculum expectations and practical classroom realities, underscoring the need for flexible curriculum design, improved teacher training, and assessment reforms. These findings provide valuable insights for policymakers and educators seeking to enhance intercultural education in Chinese EFL classrooms.
Zhang et al. (Wed,) studied this question.