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.
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