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This study investigates the dynamics of intercultural communication between international and Chinese teachers in staffrooms at a Sino-French partnership institution, focusing on identifying key challenges faced by international teachers. Employing qualitative research methods, this study explores how personal and institutional habitus influence international teachers' perceptions and responses to intercultural communication nuances. Drawing upon Bourdieu's theoretical framework, the study highlights the role of field capital in determining their positioning in intercultural communication practice. Specific coping strategies employed by international teachers in response to habitus-field disjunctions are examined, including the promotion of social connections and the practice of strategic reticence. Additionally, the study explores temporal and hierarchical dissonances affecting international teachers' career progressions, leading to the identification of a necessary strategic redistribution of intercultural capital for smoother integration. The findings indicate the complexities of intercultural communication, shedding light on both facilitators and barriers to integration, and instances of marginalization. This study contributes to the ongoing discourse on internationalization in higher education by exploring the interplay between local and global perspectives, emphasizing the importance of creating an inclusive environment that respects and accommodates individuals from various cultural backgrounds, thereby promoting greater intercultural understanding and collaboration within the global academic community.
L.F. Zhang (Wed,) studied this question.