The paradox of cultural similarity: Teacher adaptation through the lens of linguistic, ethical, cultural, and historical friction

Abstract

This study examines the paradox of cultural similarity in the adaptation of Chinese language teachers in South Korea. Although linguistic overlap and shared Confucian heritage initially suggest smooth integration, the analysis reveals that these perceived affinities often mask deeper institutional, ethical, cultural, and historical divergences. Guided by the LECH framework—covering Linguistic, Ethical, Cultural, and Historical dimensions—and adopting a qualitative multi-case research design, the study identifies recurrent forms of cultural friction, ranging from pragmatic misalignments in honorific usage to ethical dilemmas, ritual discontinuities, and contested interpretations of historical legacy. Findings show that assumed proximity reduces adaptive vigilance, engendering identity ambiguity and emotional strain. These results indicate that cultural similarity generates recursive frictions across the LECH dimensions. Building on this, the study reframes cultural proximity as a distinct site of vulnerability, and further argues for embedding ethical cognitive flexibility and scenario-based training in teacher preparation, thereby contributing to theoretical advancement in cross-cultural adaptation research while providing practical guidance for supporting expatriate educators in high-similarity environments.