Many third culture kids (TCKs) belong to a school of thought who stoutly believe that the mother tongue of a person or a people constitutes a cultural, social and personal value, a basic qualitative component of one’s existence rather than a simple tool of communication. Consciousness of a 21st century world and of others and ourselves, by necessity, passes through notions structured and expressed by means of language. The fact that TCK’s can express their conception and talk about it in their own language, is possibly more significant than ever before. It is their history, their identity and the physiognomy of their nation. In this sense, language is for them the main component of their conscience, what constitutes their identity as a person and distinguishes them from being simply a part of a mass.
It is for this reason that it is so important for a third culture child, especially one who studies in English, to master their mother tongue or a foreign language. Mastering it means to come to know a different conception and structuring of the world. Access to more than one foreign language is even better; it is the best way to combat a language monopoly and to find additional ways to view the world. And it is for this very reason that international schools like Utahloy International School Guangzhou (UISG) have invested substantially in enhancing their mother tongue program.