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Abstract Abstract：International cooperation in the Chinese higher educational context has witnessed rapid development, which presents challenges for migrant teachers to acculturate into the sociocultural and educational context. While previous migrant studies mostly centered on teaching effectiveness and management, this study draws on a scalar perspective and investigates the dynamic interaction between migrant teachers’ Chinese pragmatic development and sociocultural adaptation. Eight participants completed a spoken DCT and semi-structured interviews on sociocultural adaptation, with ethnographic interviews, observation and Wechat moments as supplementary data. The findings show that due to different scaling standards and ways of assembling resources in the institutional and social scales, their Chinese pragmatic development and pragmatic choices displayed complex trajectories of divergences, which interacted with their acculturation into the local sociocultural context.
Key words: scales; migrant teachers; pragmatic subjectivity; sociocultural adaptation
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