近年来，随着全球化进程地持续和深入发展，中国的国际地位和影响力显著提升，与世界上其他国家的文化交流也日益频繁。在推动中国与世界其他国家文明互鉴，传播中国语言文化的进程中，国际中文教师志愿者是重要的推动力和桥梁。然而，面对陌生的生活和工作环境，他们也难免遇到各种各样的适应困难，因此关注他们的跨文化适应现状和问题，提高他们的跨文化适应能力对于国际中文教育事业的发展具有重要意义。笔者有幸于2022年通过教育部中外语言交流合作中心（以下简称“语合中心”）的选拔，作为一名中文教师志愿者被派往墨西哥华言语言学校进行为期一年的汉语教学。在亲身经历与调查背景下，本文以2022—2023年期间在任的墨西哥中文教师志愿者为调查对象，研究他们的跨文化适应现状和问题，并分析影响他们跨文化适应的主要因素，进而提出应对策略，以期为未来赴墨西哥的中文教师志愿者提供参考和借鉴。

本文通过问卷调查和访谈等方式，对赴墨西哥中文教师志愿者群体的跨文化适应进行了调查，包括社会文化适应、工作适应和心理适应三个维度。调查结果发现，墨西哥中文教师志愿者群体的跨文化适应水平总体较好，且三个维度的适应水平呈现基本一致的发展变化趋势，即随着旅居时间的增长而呈现“遭遇挫折—进入低谷—调整改善—适应良好”的阶段性特征，基本符合奥博格（Oberg）关于“文化休克”的阶段划分和心理学家利兹格德（S.Lysgaard）的“U”型曲线假说。

研究发现，中文教师志愿者在墨西哥任教期间在社会文化适应上面临着不同程度的自然环境、饮食、行为习惯、价值观念和信仰禁忌等适应困难；在工作上主要面临着角色胜任、教学环境、课堂管理方面的问题；而在心理适应上面临着由于社会治安问题引发的安全感缺失、异文化融入困难导致的归属感需求和未来不确定引发的焦虑等问题。经过分析，墨西哥中文教师志愿者跨文化适应水平的影响因素主要可以归纳为人口统计学因素、性格、心理预期、社会支持、旅居时间、跨文化经历、墨西哥文化知识和能力等。

最后，本文从中文教师志愿者、语合中心和外方院校三个方面提出了帮助中文教师志愿者提高跨文化适应水平的应对策略和建议：中文教师志愿者应该在赴任前降低心理预期、提升跨文化意识和专业水平以及学习重要的生活技能等；此外，赴任后还应主动融入当地社会，建立完善的社会支持网络。语合中心可以为中文教师志愿者提供具有针对性的国别化培训、增加中文教育资源支持，还可以通过搭建志愿者交流管理平台促进中文教师志愿者之间的沟通。外方院校则可以为中文教师志愿者提供专门的教学支持和语言培训课程、创造中文教师志愿者与本土中文教师合作交流的机会，同时关注中文教师志愿者的实际需求和心理动态并及时提供关怀和帮助等。

In recent years, with the continuous and in-depth development of globalization, China's international status and influence have been significantly enhanced, accompanied by increasingly frequent cultural exchanges with other countries worldwide. In the process of promoting mutual learning between Chinese civilizations and other countries in the world, and spreading Chinese language and culture, Volunteer Chinese Language Teachers are an important driving force and bridge. However, faced with the unfamiliar living and working environment, they will inevitably encounter various adaptation difficulties, so paying attention to their cross-cultural adaptation status and problems and then improving their cross-cultural adaptation abilities are very important for the development of international Chinese education. In 2022, the author was selected by the Center for Language Education and Cooperation of the Ministry of Education in China (hereinafter referred to as CLEC) and was sent to the Chinese Mandarin Center in Mexico as a volunteer Chinese teacher to undertake a one-year Chinese language teaching task. Based on personal experience and the background of the survey, this study takes the Mexican Volunteer Chinese Language Teachers who are working in 2022—2023 as the survey object, studies the current situation and problems of their intercultural adaptation, analyzes the main factors affecting their intercultural adaptation, and then puts forward coping strategies, in order to provide reference for future Volunteer Chinese Language Teachers in Mexico.  

This study investigates the cross-cultural adaptation of Volunteer Chinese Language Teachers in Mexico by means of questionnaires and interviews, covering the sociocultural adaptation, work adaptation and psychological adaptation of Mexican Volunteer Chinese Language Teachers . The results of the survey found the cross-cultural adaptation level of the volunteer group of Chinese language teachers in Mexico is generally good, and the adaptation level of the three dimensions shows a basically consistent development trend, that is, with the increase of sojourn time,it presents a changing trend of Frustration - Trough - Adaptation - Well Being . This is basically in line with Oberg's (1954) Culture Shock and psychologist Lysgaard's (1955) U-curve hypothesis.

The survey found that the Volunteer Chinese Language Teachers faced different degrees of difficulties in adapting to the environment, diet, behavioural habits, values, religion believes and taboos during their social and cultural adaptation in Mexico, and mainly faced problems in role competence, teaching environment and classroom management at work, while the psychological adaptation faced the lack of security due to social security problems, the need for a sense of belonging and anxiety due to uncertainty about the future caused by difficulties in integrating into a different culture. Meanwhile,the main influencing factors can be summarized as demographic factors, personalities, psychological expectations, social supports, length of sojourn, cross-cultural experience，cross-cultural knowledge and skills.

Finally, this study proposes strategies and suggestions to help them improve their cross-cultural adaptation levels from three perspectives. Volunteer Chinese Language Teachers should lower their own psychological expectations, improve their cross-cultural awareness and professionalism, and learn important life skills before going to work; after that, they should take the initiative to integrate into the local society and establish a sound social support network; the CLEC can set up targeted and country-specific training for volunteer Chinese teacher, increase the support of Chinese education resources. It can also promote communication among Volunteer Chinese Language Teachers by setting up a volunteer communication- management platform. Foreign institutions can provide teaching supports and language training courses for Volunteer Chinese Language Teachers, create opportunities for cooperation and communication between Volunteer Chinese Language Teachers and local Chinese teachers. Meanwhile, pay attention to the basic needs and psychological conditions of Volunteer Chinese Language Teachers, and then provide care and assistance promptly.