Dynamic stages of personality adjustment: language switching and acculturation in first-generation Chinese immigrants

This study explores the perceived personality adjustment of first-generation Chinese immigrants in bilingual communication contexts. While previous research highlights the role of language proficiency in the acculturation process, little attention has been given to how bilingual immigrants perceive personality shifts when switching languages. This study seeks to address this gap by investigating the dynamic stages of personality adjustment among Chinese immigrants in English as a Second Language (ESL) communication settings.

A phenomenological approach was used, with thirty semi-structured interviews conducted among first-generation bilingual Chinese immigrants residing in a Southern U.S. state. Participants discussed their experiences of personality adjustment when switching between Chinese and English. Data were analyzed following Moustakas's four-step psychological phenomenology framework, with thematic analysis performed using NVivo software. Descriptive and pattern coding strategies were employed to identify key themes.

The findings reveal a dynamic, non-linear four-stage process of personality adjustment: (1) absence of personality adjustment, (2) personality inhibition, (3) personality authenticity, and (4) personality cultural adaptation. ESL competence significantly influenced this process, but not all participants experienced every stage, nor did they follow the stages in a fixed order. Participants with lower Englis proficiency were more likely to experience personality inhibition, marked by emotional concealment, embarrassment, and self-doubt. Those with higher proficiency demonstrated personality authenticity and cultural adaptation, characterized by increased confidence, openness, and assertive communication styles.

The study underscores the complex, non-linear nature of personality adjustment in bilingual immigrants, shaped significantly by English competence. While higher language proficiency facilitated smoother acculturation and greater personality authenticity, lower proficiency was associated with acculturation stress. The findings highlight the importance of ESL programs addressing both language skills and the psychological dimensions of language learning. These insights provide valuable guidance for practitioners and policymakers in supporting bilingual immigrants through their acculturation journey.