An Inquiry into Third Culture Identity: Reflections on intercultural communication and identity negotiation

Abstract

This dissertation explores the concept of third culture identity and the development of a multilingual repertoire through an in-depth case study. The exploration has been framed by Ting-Toomey’s Identity Negotiation theory as well as existing research on Third Culture Kids discussing concepts of belonging and well being. A mixed method approach combining life story interviewing and language portraits were used to achieve the research objectives. The participant, a female aged 27, completed a qualitative interview followed by the independent completion of a language portrait to both orally and visually reflect on linguistic identity change over time and space. An inductive approach to thematic analysis was completed using Atlas.ti. Five holistic themes were identified from the life story interview (growing up as a TCK, communicating across cultures, sense of belonging, the benefits of being multilingual, and reflecting on third culture identity), which provided a retrospective account of the participant’s understanding of self. The language portrait corroborated the themes from the life story interview and illustrated a symbolic representation of the participant’s linguistic identity. The findings of this research illustrate a need for increased awareness with regards to how multicultural individuals can be supported in their learning and development. Through positive interaction and empathy, adults may better support TCKs transitioning to new cultural environments and social landscapes. In turn, children will develop the necessary intercultural communication skills to effectively express themselves and navigate cultural differences.