This article reports on the findings of a materials analysis of China-published English as a Foreign Language (EFL) coursebooks dedicated to instruction in Intercultural Communicative Competence (ICC). Starting from an acknowledgement of the reality that EFL teachers tend not to be specifically trained in the area of Intercultural Communication, the article argues that, due to this reality, coursebooks aimed at ICC instruction need to provide a great deal of guidance to classroom teachers. A framework for analyzing ICC-related coursebooks is provided. Afterwards, three readily available, China-published coursebooks are analyzed in terms of the learning tasks provided therein, with learning content, learning process, and participation dynamic being focused upon. Strengths and weaknesses of each of the analyzed coursebooks are noted. Comparisons are made where applicable. Finally, recommendations for classroom teachers are shared.
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