Culture Shock and Cross-Cultural Adaptation of American, British, and Canadian Teachers in Taiwan

• Main Authors: Ching-Yi Tsai, 蔡靜儀
• Other Authors: Yu-Ju Chang
• Format: Others
• Language: en_US
• Published: 2015
• Online Access: http://ndltd.ncl.edu.tw/handle/53544153612338804230

博士 === 國立暨南國際大學 === 國際文教與比較教育學系 === 103 === The main purpose of this research was to explore culture shock and cross-cultural adaptation of foreign English teachers in Taiwan. According to the findings in this research, recommendations were made for foreign English teachers and educational organizations in Taiwan to serve as a basis of conducting further researches or setting relevantly educational policies. A convenient sampling was conducted, and six participants, including American, British, and Canadian teachers, filled in semi-structured questionnaire and had in-depth interviews. The results were shown as follows: 1. Influence of culture shock: (1) The first impression in Taiwan was mostly negative feelings. (2) Guanxi and Face were the most distinguishing cultural characteristics. (3) Culture shock had little impact on life, but lack of English environment caused inconvenience. (4) Impact of work mainly resulted from management style, communicative mode, and supervisory system. (5) Classroom management emphasized on responsibility and self-government. 2. Adaptive situation and influencing factors: (1) Most foreign English teachers in Taiwan had good adaptation in life, culture and work, and they attempted to adjust themselves so as to conform to Taiwanese’s current situations. (2) Influencing factors were mainly grouped into three categories. Affective management could turn negative pressure into positive emotion. The learning of culturally relevant social skills was used to learn customs, languages, skills, and communications. The learning of cultural knowledge and cultural cognition assisted to notice cultural difference, changing belief, and limited power in cultural transition. 3. Results of cross-cultural adaptation: (1) Most difficult parts for foreign English teachers to adapt were food and local people. (2) Among Taiwanese customs they like are close relationship and interpersonal network, but “Face” culture caused confusion. (3) Differences in teaching philosophy, value, and Confucian value system caused adaptive problems. (4) Identifiable vocational culture found in school stressed individual styles and leadership of director. (5) Supervisory culture in school was mainly the system management with administrative codes and assignment regulations. (6) The longer time foreign English teachers stayed in Taiwan, the better life adaptation they would have. The personal qualities affected degrees of cultural and working adaptation in Taiwan. (7) The foreign English teachers, having oversea teaching experience, had a better adaptation in life and culture, but they had a poorer adaptation in work. All in all, some suggestions were made for foreign English teachers, for administrative organizations, and for further studies.