"As China increasingly internationalizes its higher education system, growing numbers of Chinese learners and expatriate instructors meet in the classroom, engaging one another from their disparate cultural and pedagogical standpoints. Despite its widespread occurrence, the phenomenon of Chinese learners and Western instructors engaging one another in pedagogically and culturally Chinese institutions is largely neglected in research. Scholarly literature on Chinese learners is dominated by studies of their experiences as international students on Western campuses. In Chinese environments, authors most often examine perspectives of expatriate instructors on their cultural adjustments. The voice of the Chinese learner in China is rarely heard in research. In this study, I turned a phenomenological lens toward 17 Chinese learners' lived experiences of intercultural classroom engagement at China's Southwest University. Drawing on works of Hall (1997a, 1997b), Said (1978), and Simmel (1971), I devised a Progression Model of Intercultural Engagement to frame participants' evolving perceptions of expatriate instructors as culturally foreign Others. I focused my analysis of learners' perceptions through three overlapping areas of inquiry: (a) learners' sense-making processes and management of intercultural teaching and learning; (b) their perceptions of the expatriate instructor as a physical, social, and cultural presence; and, (c) perceptions of expatriate instructor's course design and teaching. I collected data over a two-month period at Southwest University through methods including classroom observations, Chinese language participant essays, and English language interviews. Findings revealed learners exercised ownership and agency in interpreting and managing intercultural engagement with their instructors. Participants expressed ownership of a perceived physically, linguistically, and academically Chinese environment. Within that environment, they initially characterized expatriate instructor by foreign-ness. Learners made further sense of intercultural experience by situating their instructors' foreign-ness in constructed social, pedagogical, linguistic, and cultural roles. These roles assigned purpose to the expatriate instructor's foreign presence, and framed the meanings learners constructed from intercultural engagement. Finally, participants interpreted their relationships with written and spoken English through engagement with expatriate instructors perceived as social, pedagogical, and cultural embodiments of language. In sum, findings indicate perceived cultural context of the environment, and senses of ownership and agency learners exercised in this environment. These findings contribute to the academic dialogue on intercultural teaching and learning, not only in Chinese institutional contexts, but anywhere knowledge construction must bridge cultural assumptions, epistemologies, and pedagogies. This study can inform further inquiry into international learners on Western campuses, multinational classes in education hubs, and Western learners studying abroad. I address these applications, and others, as I conclude this dissertation with recommendations for practice, and implications for research and theory."--Pages ii-iii.
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