Sustainable Development Goals

Abstract/Objectives

This research focuses on Third Culture Kids (TCKs) within immigrant families in Taiwan, exploring the issues of unbalanced language development they face during the transition between their home heritage language and Mandarin Chinese at school. Utilizing a qualitative research approach, this study conducts an in-depth analysis of TCKs' language use patterns and their impact on academic performance, social interaction, and cultural identity through interviews and behavioral observations. The objective is to provide concrete educational practice recommendations to assist kindergarten teachers and parents in developing effective language support strategies, thereby fostering better school adjustment for young children from multicultural backgrounds.

Results/Contributions

Through qualitative interviews and observations, this study identifies key factors influencing the language development and school adjustment of Third Culture Kids (TCKs) and provides practical recommendations:

1. Family-School Interplay: Parental language expectations and home communication strategies significantly impact children's development. Simultaneously, a child's prior learning experiences, personality, and the teacher's acceptance and response to their language habits are crucial for Mandarin acquisition and school integration.

2. Challenges in Parent-Teacher Communication: Cultural and linguistic barriers create communication gaps. Findings suggest that technological aids (e.g., translation tools) and third- party intervention are currently vital pathways to alleviate thesedifficulties.

3. Professional Needs in the Classroom: Educators emphasized a need for "one-on-

one" Mandarin language support for TCKs. Furthermore, there is a demand for specialized training resources and counseling channels to enhance teachers'

competencies in multicultural education.


Contribution: This project provides evidence-based recommendations for Taiwan's multicultural education policy. It directly addresses SDG 4 (Quality Education) by ensuring equitable learning opportunities and enhancing teacher support systems.

Keywords

Third Culture Kids (TCKs) Language development Multicultural education