Abstract
This study reviews comparatively Foreign Language (FL) teacher competency studies conducted both in Turkey and China. The main concern is to reveal how culture as an important domain of language education is handled both in Turkish and Chinese contexts. Document analysis through a survey of literature is conducted to investigate the similarities and differences between the Turkish and the Chinese standards set for FL teachers. Online databases of Ministry of National Education (MONE) and Beijing Education for Chinese Government were analyzed comparatively for documentation. As a result both similarities and differences were found between the two countries’ FL teacher education competencies and qualities regarding to their cultural, social, historical, geographical, political and economic contexts. Moreover, the study reveals that different educational policies of the countries mutually affect each other in improving the quality of education in general
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