Abstract
This study explored the potential of culturally responsive teaching (CRT) as a pedagogical approach to intercultural foreign language teaching. Implementing 14 CRT sessions with English as a foreign language (EFL) learners in a Chinese university, this study examined and assessed students' intercultural learning in oral English classes. Based on a mixed-methods analysis of students’ learning journals, interviews, intercultural assignments, and assessment results, this study highlights the potential of CRT in fostering openness, sharing multiple perspectives, and critical meaning-making processes in the Chinese EFL context.
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