Acculturation and Cross-Cultural Adaptation for ESL Teachers in Taiwan

Abstract

This study aimed to comprehensively understand the acculturation of EFL teachers in Taiwan by examining the effects of their acculturation strategies on gender, length of stay, and country of origin. A total of 22 EFL teachers working in various educational institutions (kindergartens, cram schools, and elementary schools) participated in an online questionnaire. The mid-point split method was used to classify the four acculturation strategies. The results reveal that integration was the most preferred acculturation strategy, while marginalization was the least desirable strategy. However, the findings should be interpreted with caution due to the small sample size (N=22), which limits the generalizability of the results.