Holistic education is a popular trend in the midst of various educational reforms, yet little systematic research has been done to consider its application in the teaching of English as a Foreign Language (EFL) and English as a Second Language (ESL) for Asian Chinese learners. According to the New Zealand Ministry of Education, holistic education is defined as an approach to teaching to include the physical, social, emotional, cultural, and cognitive dimensions of a person's growth. Education reform in Taiwan has adopted a Western constructivist approach. However, in Confucian Heritage Culture (CHC), open teacher-student and student-student interactions are not as common as they are in the social constructivist model found in the Anglo-Saxon culture. CHC values social harmony, teachers' authority, and silence to avoid confrontation. Without understanding the affective and social environment in the Western context, holistic education is unlikely to be successfully implemented in Taiwan. The purpose of this research is to understand the contextualization of the holistic environment and pedagogical strategies that nurture student-teacher and student-student interactions in a holistic approach to EFL. This study utilized qualitative research methods of observation and in-depth interviews of New Zealand English teachers and observed the pedagogical practices in New Zealand English classes. This research provided effective pedagogical strategies for implementing the social and affective support of a holistic educational approach for Asian EFL students.