Introduction Learning a new language is usually a nerve-cracking process. It has been described as “one step forward, two steps back” (Cross Cultural Adaptation 2). Some of the most prominent problems encountered by Chinese migrants in Canada are: language barriers; academic performance; and social change. This paper will dwell on these aspects. Language Barrier Language ability is a critical transformational process. Language barrier can create a lot of problems to an individual who migrate to a foreign country. For example, a Chinese migrant felt completely lost, inept and dysfunctional when he moved to Canada. He lost his voice, thinking skills and ideas because he was unable to speak English. He was unable to buy food at McDonald’s because of language barrier. He felt saddened and detached from the outside world. He feared meeting other people because they viewed him as someone incapable of doing anything (Cross Cultural Adaptation 3). The English language curriculum used in Taiwan and mainland China gives credence to reading and writing over speaking and listening. As a result, most students migrate to Canada with excellent reading and writing abilities. However, they soon discover that such brilliant English skills are not adequate to enable them communicate and study in Canada. According to Christina Lok, Hong Kong migrants are more skilled in English language than their Chinese counterparts (18). However, both Chinese and Hong Kong migrants encounter persistent problems when communicating in English. These problems arise because the English as Second Language (ESL) courses offered at home teach them elementary English. For example, Chinese and Hong Kong migrants who seek professional employment in Canada attend ESL courses up to level five. However, one requires a minimum of level eight to be able to communicate effectively in the Canadian business world. Thus, once they move into Canada, these migrants are forced by circumstances to enroll for ESL class to attain the requisite level, which in most cases turns into a never-ending venture (Lok 19). Academic Performance Majority of Chinese and Hong Kong students have a difficult time studying in Canada because both of the differences in learning styles between Canada and Asia countries. Take the APA citation style as an example; most migrant students from Hong Kong and China were totally puzzled when they heard it for the first time in class. Since these students are unable to communicate effectively in English language, they cannot participate fully in classroom activities. As a result, they feel depressed when they are required to take part in group activities, make oral speech or merely pose a question (Cross Cultural Adaptation 3). Socio-cultural adaptation problems Communication is considered as the pillar of adaptation process. However, Chinese and Hong Kong migrants usually lack language (English skills) to converse with local and other foreign academicians and students from different parts of the world. They rarely engage in social forums because of poor language abilities. In addition, the huge gap between the Asian and Canadian culture compels them to socialize with their fellow Ch