The Other Third Culture Kids: EAL Learners' Views OnSelf‐Identity, Home Culture, And Community In International Schools

Abstract

This article aims to develop a better understanding of the dynamic identity of third culture kids (TCKs) who study English as an additional language (EAL) in an international secondary school in Ukraine. The research focuses on the internal forces of home culture and self‐perceived identities as well as the external forces of the school community and the classroom that influence EAL learners in their language acquisition. The article draws on qualitative data from interviews with individual EAL learners. The interviews investigated how EAL learners see themselves in terms of an EAL identity, how social status and community influence EAL learners, and how the home language and culture are influential in the language classroom. As a result of these data, the discussion focuses on the disconnect between the internal and the external forces that TCK EAL learners experience. The article concludes that more integrated collaboration between EAL and mainstream teachers would foster greater understanding of the internal forces and cultural capital TCK EAL learners bring with them to ensure more effective language learning in the external force of the language classroom. The authors conclude with recommendations for further steps.

An Exploratory Study to the Nature of Classroom Support for English Language Learners with Special Reference to the Newcomers to UK Mainstream Schools

“…The results of the interviews with teachers suggest in general that there is a lack of information about the educational history of newly-arrived EAL children -apparently this seems to constrain initially the level of effective support which schools can put in place for these children. This fits very well with the findings of Spencer (2022). Although teachers held the lack of such information responsible for the difficulties encountered to meet the needs of the newly-arrived EAL children, parents confirmed in the interviews that they could have supported teachers and provided relevant information, had the school and teachers sought their opinion.…”

“…These problems are particularly acute in literacy as there seem to be unrealistic expectations of the second language learners, particularly those who are currently join UK mainstream schools, to perform and compete at the same level as native children. This, however, should not underestimate the ability of non-British children who newly arrive to the UK, but rather to highlight the language and cultural barriers which seem to be taken for granted by teachers and schools (Fechter and Korpela, 2016;Spencer, 2022). Equal educational opportunity, in principle, however seems to have positive implications for second language learners.…”

“…The relevance of this study to current educational practice in the United Kingdom is supported by the fact that the educational needs of the newly arrived children/learners to UK mainstream schools are neglected, despite the fact that they continue to present teachers with real challenges during classroom activities (Conteh and Meier, 2014;Spencer, 2022;Wright, 1995). By the virtue of Educational Acts in the UK all children have needs and the education system should provide for them.…”