Action Research Proposal:

Linguistic Struggles Involved in Culture

Transitions

Jill Thompson
Masters of Education: International Leadership Cohort 2014
Dr. Tammy Gregersen
Studies in Multicultural Contexts
October 24th, 2015

Abstract
Thousands grow up as TCKs, most mastering English while attending
international schools. A common side effect is their native language not progressing.
Some are faced with a challenge when deciding which higher institution to attend based
on their language skills. Many cannot be accepted due to difficult college entrance
exams that demand exceptionally high language skills TCKs do not possess in their
native language. For some, it may mean they are unable to live in their home country
working in the career field of their choice.
Introduction and Problem
While reading through our text, a topic I became interested in is the issue of
TCKs growing up in a culture other than their own and later wanting to go back and be
a part of society in their native culture. Specifically, students as adults from a nonEnglish speaking country who struggle with the issue of being at a lower level in their
native language compared to their English.
A story in the book from Chapter four resonated with me. The story is about a
student who grew up a TCK who is now an adult. Ilp was a Finnish student who grew
up in Taiwan as a missionary. While living in Taiwan, he spoke Finnish with his friends
and family at home, but while at school, he spoke only English. When it came down to
Ilp taking his Finnish academic test after the ninth grade, he did not feel prepared. His
Finnish was nowhere near the same level as his English, academically. Although he
spoke Finnish fluently with his family, his written language skills in that language and
his knowledge of the curriculum content from which the tests came were deficient.
(Pollock et al, p. 53).
He felt his only option was to go to university in the United States and continue
his education in English as a medical student. This was a problem for him. Medical
school in Finland was combined with what we consider to be our undergraduate degree.

If Ilp wanted to go back to Finland and be a doctor, it would be extremely difficult for
him. Not only would he have to learn medical terminology in his native language, he
would also have to pass the very difficult exams in order to become a doctor there.
Although he was an extremely educated professional, he could not do what he
truly wanted once he had finished medical school. Thats what Im coming to grips
with now. I didnt realize how nearly impossible it would be ever to return to Finland.
Its a choice that slipped out of my hands. I feel like my world slipped away. (Pollock,
p. 54).

I chose to do my proposal on this topic because I think it is one that is often

overlooked. When parents enroll their students in an international school, they want
what is best for their children. In todays day and age, few people would not think twice
about giving their child the opportunity to go to school and become fluent in English.
English is one of the most widely spoken languages throughout the world. I do not
think that many in the international world would disagree that this is true. Everywhere
you travel, you see English.
Some families come from countries where they may not have any desire to go
back and live, due to various aspects of living including a bad economy, safety, lack of
community, etc. In Ilps situation, his native country is one highly ranked on the
quality of life list. Ilp or his parents did not realize the effects it may have on his future
if he wanted to live and work in Finland.
This situation would be okay if Ilp was able to learn Finnish at the same level as
his English throughout his experience as a student. According to Pollock and Van
Reken, things like this happen when the underlying dominant or national culture of the
sponsoring agency overlooks the cultures of others in their organization. Sometimes the
high ups make decisions without thinking about how it may affect peoples lives (p. 52).
Objectives

Objective 1: To interview TCKs originally from non-English speaking native countries

who have mastered English in their K-12 schooling, but not their native language,
through an interview to collect their opinions and attitudes on their situation.
Objective 2: To help TCKs discover solutions to their problems and advice on the future
by reading the stories of adult TCKs who have been in the same situations.
My Question
How does being a TCK mastering English and not their own native language
but still wanting to be part of society in their home country impact a person? What
are some solutions to this problem?
Collecting Data
My sample included:
Interviewing five adult TCKs, four informally and one more in depth
TCKs who grew up in a world learning English and not taking additional classes

in their native language

Students who had no choice to live abroad, whether it be their parents were in
missionaries, the military, etc. - or - students and their parents who decided to
move/enroll in a school that spoke English because they believed it to be for the

best and did not think about the long term effects
Results
I informally interviewed four people about the topic; some that I have known and
some that have been introduced to me through connections. I more formally
interviewed one person who had a situation most like Ilps. I am using all interviews to
base my reflections off of, but will use my formal interview as most of my results. All
people interviewed met the requirements needed to participate. They were all fluent in
English, but some had grown up speaking a different native language. Only two of the
five TCKs grew up going to an international school, and the others had moved to
America in their teens. All still have family in their native countries. All participants
were post graduate; a few of them working on higher education degrees.

Their careers and backgrounds varied. One participant was originally from
China. He moved to America when he was in high school to live with his aunt. He is
currently attending university in America and majoring in Business. He has hopes of
taking his skills back to China and working in the international world. Another person I
interviewed was a professor in South Korea who was originally from India. He teaches
at a university where only English is spoken. The third person was a student originally
from South Korea, who was born and raised in Korea with an American father. After
this he attended elementary, middle, and high school around the world on military
bases, but has dreams of someday living in South Korea. He is currently attending
university in America. Another participant moved around the world attending
international schools, as his parents worked for the Swedish Embassy. He eventually
went to university in America, and is now living back home in Sweden. He had issues
transitioning back in due to his language deficiency, but has passed the exams necessary
and is now working in the career field he wants to. Lastly, my more in depth interview,
was with a TCK from South Korea. She grew up in Korea until she was in high school,
when she came to America to be a foreign exchange student. She stayed in America to
become a nurse. Nine years later, she is still in America and attending university to
receive her degree as a nurse practitioner; a career which would be difficult to return to
Korea with given the amount of new medical terminology she has learned here in the
United States.
I interviewed my participants over Skype or the phone. I asked them questions
and listened carefully as I took note of their answers on a Word document.
Interview Analysis
Below is my formal interview with the Korean TCK:
Do you feel your level of English is higher than that of your native language?

Yes. It wasnt in the beginning but now when I talk to my mom I realize I feel more
comfortable speaking in English. I think it is because the grammar is so different. I
can translate in my head but it takes me a while.

Are you going to university and have a major that would be difficult to transition
to your home country as the same profession, but in your native language?

Yes, definitely. There are many reasons why it is complicated, but to be a nurse
practitioner is not a common thing in Korea.
Do you wish your school would have provided you with a language class in your
native language, or at least an independent study that allowed you to delve
deeper into your language?
Yes! This would have helped my Korean skills. I wasnt in an international school, but
I think it is very important and easier for children that are. Many people around
speak the same language and can help them out. I was alone in a rural town where
nobody but me spoke my language.
What would be the most difficult part in transitioning back to your native country
to work in the same career field as you do here?
I probably wouldnt be able to get a job. In Korea it is so difficult to find any job, let
alone to be a nurse practitioner. I could be a nurse, but Id have to take exams and
everything in Korean. I dont feel I could pass. Its really complicated. Getting the
transcripts from my university here is a lot more complicated than it might seem. It
would be hard. Chances are, I would have to find a job outside of the medical field.
If you could go back 10-20 years to when you were younger, what would you like
to tell yourself about your future in regards to your language and career choice?
One thing I love about America is that no matter what you want to do, there is a
chance. Anybody can do anything they want. If you are willing to put in the effort,
you get it. If you want to be a doctor, you study hard and go to med school. In Korea

it is very limited. The education system is very competitive, and everyone is very
smart. You cant even get into the major that you want. I never imagined Id do
something medical in Korea maybe literature or something. I wasnt smart enough
compared to the Korean students. Coming here gave me the opportunity. In Korea
everybody graduates and they cant even get a job. Even if you go to the best college
and you are a genius, you still have to be lucky on top of that to get a job.
What are some ideas you have to help younger TCKs deal with this issue, and
what are some words of wisdom you would students interested in pursuing
higher education in America?
For students that are in international schools, try your best to talk to your teachers
and parents so that you can find a way to keep learning your native language. There
is always that chance you may want to go back home. Even if you dont want to learn
it do it. If you are a student like me wanting to go to America, wait until college to
do an exchange program for maybe three years or something. If you come during
high school like I did, it is very complicated. Socialize with people of different cultures
other than your own. Make sure you make lots of friends with native English speakers
so that they can call you out when your English is bad. I think the best way for
children to keep speaking their native language is to talk with their family or friends
of that native language at least once a week. It would be awesome if all international
schools could incorporate an independent study class for students, whether it be online
or with another native speaking teacher, that would help them to keep learning their
language. Kids their age probably wont want to do it, but it is best for them.
Conclusion
The entire purpose of this action research project was to obtain information that
can potentially help TCKs and their parents in the future. After interviewing my

participants, I feel like I have a more well rounded idea of how English fluency affects
the lives of TCKs. It is not simply a black and white situation, but a gray one.
There is no doubt that living the life of a TCK and experiencing an overload of the
senses in everything you do is an extraordinary way to grow up. Despite the problems
that may occur along the way, such as the one I have discussed in this paper, it is a
minor bump in the road that can easily be solved with the help of parents and teachers
ensuring their student has the opportunity to progress their native language while they
are perfecting their English.
One solution to this issue is international schools developing a curriculum where
they offer classes to ESL learners where they can continue learning their language
throughout the course of their high school years. Where I live in Texas, Spanish
speaking students are offered to take advanced Spanish classes, just as English speakers
can take advanced English classes. This should be the case for every student and every
language they speak. With todays ample amounts of technology and resources on the
internet, integrating this into the classroom would be quite simple.
Another solution to this implication is for the school counselor to begin
communicating with students and their parents during their late years of middle school
and early years of high school about their opportunities post high school graduation. If
students have any slight desire to migrate back to their native country and attend
university, they must be thinking ahead about what entrance exams they need to take.
Students will then know what they need to focus on throughout the course of their high
school years.
In conclusion, the solution to this issue is quite simple. We must raise awareness,
incorporate native language classes, and plan ahead as teachers and parents of TCK
students. By providing our students the support and knowledge we have to offer, we can

help them to eliminate the linguistic struggles of transitioning back into their native
culture.
There were no limitations due to the nature of this interview based study. If I
were to do this research project again, I would find a way to reach out to all adult TCKs
and interview them via a survey online. I had originally hoped to reach out to many
more TCKs than the five that I did, but would like to do the project on a larger scale if
possible.
References
"Hows Life?" OECD Better Life Index. Better Life Index, n.d. Web. 26 June 2015.
"Most Widely Spoken Languages in the World." Most Spoken Languages of the World.
Nations Online, 2015. Web. 26 June 2015.
Pollock, David C., and Van Reken Ruth E. Third Culture Kids: Growing Up Among
Worlds. Boston: Nicholas Brealey Pub., 2009. Print.