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This case study is based on teachers' personal observation of students of Oberlin College, Ohio, US, and students' feedback, and addresses cross-cultural communication of Chinese as a foreign (L2) language teacher, who is also the first author of this article. The study was conducted during the global pandemic; L2 language teaching methods in Oberlin College had to be shifted from face-to-face lectures to online teaching using videoconferencing tools, particularly Zoom. It was used not only as the online class platform, but also an additional live communication tool in other activities. The case study presented in this article was conducted mainly through observations in daily classes before and after the pandemic. The results suggest that reserved personality and inadequate cultural contact are factors of accultured difficulties for L2 Chinese language teachers when working in the US. This paper proposes solutions for preparations for a cross-cultural adaptability for Chinese language teachers teaching L2 Chinese abroad, especially in conditions like using videoconferencing tools in online teaching classes. [For the complete volume, "Intelligent CALL, Granular Systems and Learner Data: Short Papers from EUROCALL 2022 (30th, Reykjavik, Iceland, August 17-19, 2022)," see ED624779.]

In recent years, increasing attention has been paid to the effects of cultural factors on cultural identity in the field of teaching Chinese as a foreign language. The central issues include the kind of knowledge structure and value orientations involved in Chinese teaching and Chinese textbooks, the responsibility teachers take when educating people, and ways of further optimizing and improving the quality of education. This paper reports a study exploring the cultural factors in a course of intercultural communication offered to Chinese language majors at a university in Beijing. The researchers followed the students in this course for four months, from September to December of 2021. The researchers analyzed the value orientations of the course textbook "Boya Chinese" and the ways of using the textbook in classroom teaching. The purpose was to identify the basic characteristics and existing problems of the textbook and its relationship with language teaching. Through data analysis, four dimensions of cultural identity were identified. It is suggested that through strengthening the blended mode of online and offline teaching, teachers can help students understand and appreciate the Chinese culture and language so as to build a community with a shared future for mankind. [For the complete volume, "Intelligent CALL, Granular Systems and Learner Data: Short Papers from EUROCALL 2022 (30th, Reykjavik, Iceland, August 17-19, 2022)," see ED624779.]