Acculturation in a multicultural classroom: perspectives within the yin-yang metaphor framework. (3rd September 2022)

• Record Type: Journal Article
• Authors: An, Ran; Zhu, Jiajia; Li, Yuran; Zhu, Hui
• Is Part Of: Language & intercultural communication. Volume 22:Number 5(2022)
• Page Start: 534
• Page End: 551
• Publication Date: 2022-09-03
• Subjects: Acculturation -- yin-yang philosophy -- international students -- Chinese students -- multicultural classroom; Language and languages -- Study and teaching -- Periodicals; Intercultural communication -- Periodicals; 306.4405
• DOI: 10.1080/14708477.2022.2112960
• Languages: English
• ISSNs: 1470-8477

Abstract

ABSTRACT: This study examines the acculturation characteristics of Chinese students in the context of a multicultural classroom. The Chinese yin-yang philosophy is used to provide another dimension of interpretation and analysis in addition to Berry's acculturation strategy framework. Qualitative data over a five-year period reveal their changing psychological states in a multicultural classroom. Four stages of acculturation were identified: initial, contact, reflection, and change. At each stage, Chinese students dynamically react and change in the acculturation process, which is similar to the intertwining process of yin and yang, a metaphorical image seen in the Chinese yin-yang philosophy.