Vol. 7, Issue 2, Part H (2025)

This review explores the importance and key elements of cultivating and assessing intercultural awareness and competence in middle school English teaching in China, with a particular focus on integrating the Chu culture of Jingzhou, Hubei. Drawing on the definitions of scholars such as Byram (1997) ^[5] and Deardorff (2006) ^[9], and based on the requirements of the new curriculum standards, this paper examines the definitions of intercultural awareness and competence in the Chinese context, highlighting their significance in education. Additionally, the review analyzes the new curriculum standards’ requirements for intercultural education, emphasizing the integration of cultural content and the challenges faced during implementation, such as teacher preparedness and resource availability. The article discusses effective teaching methods, including project-based learning and intercultural dialogues, and emphasizes comprehensive teacher training and the selection of culturally rich teaching materials. Various assessment methods are also explored, including self-assessment questionnaires, behavioral observation, situational judgment tests, and combined assessment methods. Finally, the review advocates for the use of multiple assessment methods to comprehensively evaluate students’ intercultural competence.