The teacher is also our friend! "When this slightly accented Chinese sounded in class, the international students present nodded one after another. I remember that day the sunshine was particularly good, shining through the window into the classroom and onto the smiling faces from different countries. At that time, I was talking about the word 'friend' when I gave an example: 'We came here from different countries to become friends.' A student quickly responded to me, conveying friendliness through language that was as warm as sunshine. The above scene happened during the Chinese class of international students at the School of International Culture and Social Development, Zhejiang Normal University. I am responsible for the comprehensive teaching of two HSK Level 2 language training classes, with a weekly teaching time of 20 classes. The process of lesson preparation, teaching, and communication with students has gradually made me understand that language teaching is not a one-way knowledge imparting, but a two-way journey across mountains and seas, a warm encounter of different cultures. The language trainees I teach come from various parts of the world, including Africa, Europe, Central Asia, Southeast Asia, etc., with diverse language backgrounds and varying levels of Chinese proficiency. Their academic system usually only lasts for one semester, with high class mobility, which makes me particularly cherish the teaching time spent with each group of students. As a master's student majoring in international Chinese education, when I first started teaching, I was always uncertain due to my lack of experience. But the students' diligent note taking in class and their enthusiasm for asking questions during breaks gradually dispelled my concerns. In order to make language learning more vivid, I often play some Chinese songs in the first 10 minutes of class. Once a Chinese pop song was played, and a student took the initiative to ask me, 'Teacher, what is the name of this song?' Unexpectedly, a few days later, I heard him humming this melody softly in the hallway. I gradually realized that foreign students' understanding of China is no longer limited to kung fu stars such as Jet Li and Bruce Lee. They also listen to their favorite Chinese songs and actively explore various aspects of Chinese culture, and cultural exchange flows naturally in these daily moments. Students are full of curiosity about Chinese, and interesting anecdotes continue to play out. Someone heard 'cool' as' two pieces', which made the whole class burst into laughter; When they saw the twelve zodiac signs, everyone asked about their zodiac signs. From "bubble gum" to "crackling", from "concerts" to "TV dramas", students naturally learn these life oriented expressions in a relaxed atmosphere, overcoming the barriers of Chinese expression in laughter and joy. In teaching, I often gain unexpected warmth. What moved me the most was that the students not only learned Chinese on their own, but also brought their understanding of Chinese culture back to their hometowns. A student told me after class that she wants to continue learning Chinese songs after returning to China and also wants to teach her sister. The days of teaching Chinese may seem ordinary, but they become particularly precious because of these cross-border encounters. In the process of recognizing a Chinese character, learning to sing a song, and making a Chinese friend, students package their understanding and love for Chinese culture. While imparting knowledge and building cultural bridges, I also gained a sense of accomplishment from these pure exchanges. In Chinese language classes, we use language as a medium to exchange goodwill and cognition. This two-way cross-cultural connection is the touching background of international Chinese education. (New Press) (The author is a graduate student majoring in International Chinese Education at Zhejiang Normal University)