ISSN: 2222-6990
Open access
The rapid internationalization of higher education has significantly influenced English language teaching practices in Sino-foreign Cooperative Education (SFCE) institutions in China. These institutions employ both local Chinese teachers and foreign language instructors whose pedagogical approaches often differ in methodology, curriculum design, assessment practices, and classroom interaction. This qualitative study investigates how collaborative teaching practices between local and foreign teachers contribute to effective English language learning. Through thematic qualitative analysis of previous studies, institutional reports, and intercultural teaching practices, the research identifies the importance of hybrid pedagogy, cultural responsiveness, collaborative planning, and blended learning environments. The study further proposes a practical guideline for local and foreign language teachers to enhance communicative competence, academic achievement, and intercultural understanding among learners. The findings indicate that balanced pedagogical integration strengthens both theoretical language competence and practical communicative skills.
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