Fostering language and intercultural learning through a cross-institutional community-engaged project

Abstract This paper investigates the development of intercultural competence (IC) in proficiency-based Chinese as a Foreign Language classroom through a cross-institutional community-engaged project. Under the framework of NCSSFL-ACTFL Can-Do Statements of IC ( NCSSFL-ACTFL, 2017 ), direct and indirect evidence from 28 learners from two universities in the U.S. revealed improvement in IC when students investigated cultural perspectives and interacted with community members and peers. Students’ positive attitudes toward this pedagogical approach, combined with language proficiency training and IC development, further affirm the effectiveness of these initiatives in promoting online cultural exchange and community-engaged learning. Additionally, students’ original degree of familiarity regarding certain cultural themes before the project emerged as a significant factor in IC development.