ABSTRACT
This chapter illustrates a critical reflection from theoretical and practical perspectives. Theoretically, this study confirms the adaptability of Deardorff’s process model of intercultural competence to explore Chinese students’ intercultural development “at home”. Meanwhile, several suggestions emerge from this research. For example, the “attitude” is more likely to be classified into the attitude of one’s native culture and others’ culture; the “knowledge” can be categorized – besides culture knowledge understanding, it also can include more basic cultural knowledge; the “confidence” can be added in the “internal outcome” of the intercultural competence; human relations can be integrated into the “external outcome” of the intercultural competence. For practical implications, at the government level, the commitment is to improve international relations and other related policies. At the university level, measures of internationalization at home can be taken, such as strengthening students’ foreign language learning, promoting faculty internationalization, offering diverse curricula with international elements for students, and providing formal services to facilitate the interaction between Chinese and international students. At the individual level, university students can use different formal and informal learning resources to enhance intercultural competence and make plans for short- or long-term study abroad.
