Fostering Intercultural Competence through Translanguaging: A Bilingual Program Connecting Taiwanese and Taiwanese American Youth

• In Event: Navigating Taiwan’s Bilingual Education Reform and Sustainability Movement through a Glocalization Lens

Abstract

This study investigates the design, implementation, and outcomes of a bilingual summer camp in Taiwan aimed at fostering intercultural competence among Taiwanese and Taiwanese American high school students. The primary objective was to enhance participants’ linguistic flexibility, cultural identity, and cross-cultural understanding within a dynamic, language-rich environment. The research was grounded in three interrelated theoretical frameworks: translanguaging, which encourages students to draw on their entire linguistic repertoires; Intercultural Communication Competence (ICC), which emphasizes the knowledge, skills, and attitudes necessary for effective intercultural interaction; and the “roots and routes” framework from ethnic studies, which explores the interplay between heritage and evolving identity, especially among diaspora youth. Employing an action research methodology, the camp’s design and activities were collaboratively developed by local teachers and US-based educators, integrating these frameworks into practice through iterative cycles of planning, observation, reflection, and revision. Data sources included teacher observations, student digital works, and post-camp reflections, providing a comprehensive view of participant experiences, language use, and intercultural growth. The results indicate that the camp significantly enhanced students’ intercultural communication skills, cultural pride, and linguistic flexibility. Taiwanese American students deepened their connection to their heritage, while local Taiwanese students gained confidence and challenged stereotypes, with both groups discovering unexpected commonalities that fostered a sense of global unity. Teachers’ reflections highlighted the transformative impact of integrating translanguaging and ICC, noting that students became more open, resilient, and empathetic in intercultural contexts. The findings suggest that culturally responsive, collaborative, and multimodal approaches can effectively foster empathy, global citizenship, and meaningful cross-cultural connections. The study’s scholarly significance lies in its demonstration of the value of integrating translanguaging, ICC, and identity frameworks in intercultural education, with implications for language policy, teacher training, and the design of future intercultural programs. The camp’s activities promoted dynamic interactions between English and Mandarin, allowing students to utilize their full linguistic repertoires and engage in meaningful cultural exchange. For Taiwanese American students, the camp served as a powerful means of reconnecting with their heritage while exploring new aspects of their bicultural identities; for Taiwanese students, it fostered significant growth in intercultural awareness and communication skills, challenging stereotypes and highlighting shared experiences. Teachers’ reflections underscored the importance of creating inclusive, flexible learning environments that honor students’ diverse backgrounds and promote collaborative learning. The study concludes that such integrative, student-centered approaches are effective in preparing youth to become empathetic, culturally aware global citizens capable of thriving in diverse contexts, and calls for further research on the long-term impacts of intercultural programs on participants’ competence and identity development.

Author

• Ming-Hsuan Wu, Adelphi University