A huge demand for English and English teachers has been created due to theworldwide spread of the Ianguage．English language teaching(ELT)has been aninternational profession for long．Much research work has been done in the field．InChina,it has been decades since the concept of culture teaching in ELT Was advancedand put into practice．Admittedly,it has achieved some desirable results in improvingChinese learners’intercultural communicative competence．However Chinese learnershave difficulty in communicating their own culture tO the outside world even if theyhave a good command of the English language and its culture． As is known to a11.communication is all interaction instead of incursion.Effectivecommunication requkes reasonable knowledge of both home culture and the targetculture．Culture aphasia in intercultural communication is unavoidable when learnerslack a knowledge of thek home culture． The worldwide spread of English brings along national varieties of Enl班sh．ChinaEnglish，a linguistically and culturally nativized English,is"a matter of objectivereality"’because of the increasingly great number of English users in the country．When learners fail to express ideas with distinctive Chinese culture flavor,intercultural communication problems age most likely to occur．Therefore，the presentauthor holds that the reason for the current unsatisfying learning effect rests with theinsufficient input of home culture in ELT． A questionnaire with students and a subsequent interview with English teachersindicate that both teachers and learners have interest in and desire for Chinese culturebeing introduced into English learning．However,a survey 0n the Chinese culturallyrelated content in college English textbooks shows that home cultural awareness isweak in ELT practice in China．Therefore，teachers as well as language policy-makersare in dire need of guidance in impmvmg ELF in terms of raising learnersawarenessof the importance of the ability to communicate their own culturc to the outside world．This thesis is all attempt to explore the pedagogical issues of embedding Chineseculture teaching into ELT．Principles for and methods of embedding Chinese cultureteaching into ELT are proposed．A few instances ale provided to help illustrate thesuggested methods like translating proverbs or culturally loaded terms into targetlanguage and comparing similar as well as different values of Chi丑ese and Englishcultures． After years of languagc learning focusing exclusively Oil target culture，learners are ata loss when it COmos to express something specific to thek home culture in the targetlanguage．This has greatly impeded the improvement of learners’communicativecompetence．Being conscious of China English and an integration of Chinese cultuzeinto ELT will hopefully improve the effectiveness of ELT in China.