Asian Journal of Education and Social Studies

With the increasing global demand for English language proficiency, Chinese educational institutions continue to recruit foreign English teachers, including Filipino educators, to support English language learning. However, teaching in multicultural classrooms requires teachers to navigate linguistic and cultural differences that influence classroom communication and interaction. This study explored the lived experiences of ten Filipino English teachers teaching in China, focusing on their intercultural classroom communication. The study utilized a qualitative phenomenological design. Data were collected through structured written responses using purposive sampling. The findings revealed five major themes with corresponding subthemes: Communication Challenges (language barriers, cultural differences in communication, and differences in teaching and learning styles); Adaptive Communication Strategies (visual and non-verbal communication, simplified language, and interactive teaching approaches); Cultural Sensitivity and Awareness (saving face, respect for cultural norms, and emotional safety); Intercultural Classroom Interaction (student participation, teacher–student relationships, and Filipino teaching style); and Transformative Teaching Experiences (cultural competence, professional adaptability, and personal transformation). These findings highlight the interconnected nature of linguistic, cultural, and pedagogical dimensions in teaching. It is concluded that effective intercultural classroom communication is a dynamic and evolving process shaped by continuous adaptation, cultural awareness, and meaningful teacher–student interaction. Based on these findings, the study proposes the GEM Framework (Growth–Engagement–Multicultural Communication) as a framework that may be utilized to improve intercultural teaching practices and assist educators in navigating multicultural classroom environments.