Acculturation, Mindfulness and Professional Identity Among English‐as‐an‐Additional‐Language Counsellor Trainees

ABSTRACT Background The increasing presence of English‐as‐an‐additional‐language counsellor trainees (EAL CTs) in counselling programmes underscores the need for more inclusive and targeted training that addresses their unique developmental and cultural experiences. However, limited empirical research has examined how acculturation processes and mindfulness traits jointly relate to EAL CTs' professional identity development. Methods Using a quantitative mediation design, this study surveyed 168 EAL CTs to examine the relationships among professional identity development, mindfulness traits, and acculturation orientations towards both heritage and mainstream cultures. Mediation analyses were conducted to test whether mindfulness traits mediated the associations between acculturation and professional identity. Results Professional identity development was significantly associated with mindfulness traits as well as with both heritage and mainstream acculturation. Furthermore, mindfulness traits significantly mediated the relationships between each form of acculturation and professional identity development. Conclusion These findings highlight mindfulness as a key psychological mechanism linking acculturation experiences to professional identity development among EAL CTs. Implications emphasise the integration of mindfulness‐based practices into counselling curricula and the intentional affirmation of both heritage and mainstream cultural orientations in the training of EAL CTs.