在全球學習華語的趨勢下，不僅是來自非華裔文化的學習者，通過華語教育培養，純華裔也在探索著他們熟悉雙語能力的潛力。以ABC美籍華裔學習者為例，由於他們的華裔家庭背景和美國文化環境，與二語學習者相比，他們具有獨特的學習目標和需求。從語言教育的角度來看，僅從家庭環境中接觸華語會造成程度不一的情況，例如聽說流利，但閱讀和寫作能力相對較弱。從文化的角度來看，由於亞洲的面貌以及西化的行為和思考，ABC在生長環境的文化和傳承文化中往往被視為圈外人，因此他們將華語水平視為一種實用技能和驗證其多元文化身份的一種方式。也因此，通過將自己置於華文學習環境中，他們正在經歷涵化。文化涵化可定義為不同群體接觸時，行為調整的過程。本研究以研究者自身在台留學的經歷，採用敘事探究的質性方法，通過過去六年的文件蒐集和隨筆札記數據，運用內容分析法，從語言學習、身份認同和跨文化交流等三個角度來詮釋研究者在當地環境中的文化交流和涵化策略中的困難。研究結果表明，研究者需要外顯語言知識指導和文化驗證，以及了解傳承語言習得在身份認同所扮演的首要角色。最後，針對ABC學習需求向華語教育工作者提出具體建議，將華裔定位為兼具部份雙語和部份雙文化者。

Given the global trend toward Chinese language learning, both foreign language and ethnic Chinese learners are exploring their potential for bilingual proficiency. The diverse contrast between family and cultural contexts of American-born "ABC" ethnic Chinese in particular reveal their unique objectives and needs compared to those of L2 learners. From an educational perspective, exposure to Chinese in the home environment leads to unbalanced heritage language development, such as conversational listening and speaking, but comparatively weaker reading and writing skills. From a cultural standpoint, due to their Asian features and Westernized behavior and output, ABCs are often viewed as foreign in both the home and heritage cultures, and pursue bilingualism as both a practical skill and identity-based validation. By engaging with the Chinese learning environment, they experience acculturation, which can be defined as behavioral adjustment occurring when different cultures come into contact with each other. Given the researcher's experience studying abroad in Taiwan, this study uses narrative inquiry to explore personal acculturation through collected documents and journal data from the past six years, applying content analysis through a lens of language learning, identity validation, and cross-cultural communication to interpret personal challenges in cultural exchange and acculturation strategies utilized in the local environment. Findings showed the researcher's need for explicit knowledge and cultural validation, as well as the critical role of heritage language acquisition in defining self-identity. Lastly, ABC identity was defined as being both partially bilingual and partially bicultural in nature, and suggestions were presented to address ABC identity needs in the classroom.

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