本研究探討移居澳洲的臺灣家庭於假期讓子女回臺接受正規教育，在不同教育制度之間轉換對子女的語言能力和身分認同所產生的影響。本研究以問卷調查旅澳具臺灣背景的家庭家中語言使用情形及維持華語學習環境的原因，再透過訪談形式了解父母對於子女華語教育的看法，探討子女在臺灣澳洲兩地往返過程中的身分認同情形。雖只有母親願意代表受訪，研究結果可見父母輩對於故鄉語言文化和教育理念的執着，也觀察到子女在兩種文化和語言之間自我身分認同的逐漸轉變。父母輩堅持讓子女接收兩種教育制度，其目標不僅為提升子女的華語語言能力，也希望提高子女對臺灣的身分認同。但訪談的結果也發現，子女已經逐步產生個人認同，與父母輩的感受不一致。本文透過探討臺灣家庭往返臺灣與澳洲兩邊教育制度的經驗，希望提供家長和語言教育工作者關於華語學習，來自身分認同觀點的些許建議。

This study investigated the impact of sojourning activity on children in terms of language development and identity awareness for families with Taiwanese background who migrated to Australia and sent their children back to Taiwan to receive formal education during school holidays. The study conducted a survey to explore language usage in the families and the reasons to maintain a bilingual learning environment for Chinese. The study then interviewed the parents about the Chinese language education of the children and explored the social identity of the children during the journey between Taiwan and Australia. Although only mothers were willing to be interviewed, the results showed that parents themselves were persistent in their nostalgia and educational philosophy, but that children gradually changed their self-identity between the two cultures and languages. The goals of the parents with this sojourning activity were not only to improve their children’s Chinese language skills but also to increase and foster children’s identification with Taiwan. However, the results of the interviews revealed that the children had gradually developed their own personal identity, which differed from the one their parents aimed to achieve. By exploring the experiences of Taiwanese families traveling between educational systems to and from Taiwan and Australia, this study aims to provide parents and language educators with some suggestions on foreign language learning from a social identity perspective.