International Comparison and Integrated Development Strategy of Intercultural Teaching in British and American Countries
Abstract
Cross-cultural teaching has garnered widespread attention in English-speaking countries such as the UK and the US, gradually becoming a key issue in educational reform and curriculum development. However, a gap persists between the concept and implementation of cross-cultural teaching in practical teaching practices. Through literature analysis and comparative research, this paper systematically examines the primary measures taken by English-speaking countries in cross-cultural teaching and the real-world challenges they face. The study finds that both the UK and the US have made varying degrees of effort in advancing cross-cultural education, including strengthening teachers' cross-cultural awareness, integrating cross-cultural concepts into curricula, and developing culturally responsive teaching resources. However, shortcomings such as insufficient cultural content exploration and uneven professional support for teachers remain. Based on these findings, the paper proposes that cross-cultural education should further prioritize the systematic cultivation of teachers' cultural sensitivity, deeply present cultural core values in curriculum design, and promote the sustainable development and continuous improvement of cross-cultural teaching by establishing a platform for sharing diverse cultural resources.
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