Identity of Chinese Heritage Language Learners in a Global Era

1. Auflage 2024
ISBN: 978-1-138-62931-8
Verlag: Routledge

Buch, Englisch, 176 Seiten, Format (B × H): 156 mm x 234 mm, Gewicht: 281 g

Reihe: Routledge Chinese Language Pedagogy

Identity of Chinese Heritage Language Learners in a Global Era enriches the current research on heritage language (HL) learner identity by examining how identity is constructed, negotiated, and performed in the narratives of university Chinese HL (CHL) learners in Hong Kong.

This monograph has identified three sub-categories of CHL learners: domestic-born Chinese, ‘third culture’ Chinese, and overseas Chinese sojourners. Through systematically examining these CHL learners’ life-history narratives about language learning, language use, and social experiences from early childhood to university time, this monograph shows how CHL learner identity is dynamically constructed and changed through self and social positioning across a wide range of spatio-temporal contexts. It also adopts investment, agency, and imagined communities to examine the shared discourses which reflect the relationship between identity and the larger social processes that involve transnational or postcolonial encounters. This monograph contributes to reflections on the emerging discourses of HL learner identity in the context of multilingualism and transnational migration. It challenges the stigmatised image of CHL learners as ‘diasporic subjects’ or ‘language minority students’ in the literature and conceptualises CHL learners as transformative linguistic and social actors in processes of transnational migration and institutional change.

This monograph is targeted toward educators, researchers, and professionals working in the fields of heritage language, overseas Chinese studies, migrant studies, and intercultural studies.

Zielgruppe

Academic

Autoren/Hrsg.

Li, Zhen

Fachgebiete

• Geisteswissenschaften Sprachwissenschaft Sprachwissenschaften

Inhaltsverzeichnis

AUTHOR’S NOTE

List of Tables

List of Figures

1 INTRODUCTION

Heritage Language

Definition of HL Learners

Differences between HL and L2 Learners

Research Background

Chinese as a Heritage Language

CHL Speakers as Learners

Means of CHL Learning

Home Language Maintenance

HL Schools

Mixed CFL Classes

The Sociolinguistic Landscape of Hong Kong

The English Landscape

The Changing Linguistic Landscape

University CHL Students in Hong Kong

Rationale for Research

Research Question and Aims

2 UNDERSTANDING HL LEARNER IDENTITY

The Interactional Sociolinguistic Paradigm

The Sociopsychological Paradigm

The Poststructuralist Perspective

Understanding Identity in Narratives

The Intersection between Identity and Storytelling

The Co-construction of Identity in Narrative Interviews

Positioning Theory

An Integrated Framework for Understanding CHL Learner Identity

3 THE RESEARCH PROJECT

Epistemology

Narrative Inquiry

Establishing Rapport and Reciprocity

The Research Setting and Participants

Data Analysis

Trustworthiness

Ethical Issues

4 IDENTITY IN LANGUAGE LEARNING

The Narrative Events

Learning Experiences at Early Life Stages

Chinese Learning in School-based Contexts

Chinese Supplementary Schools Overseas

CFL Classes in Hong Kong K-12 Schools

Class Adaptation for Transnational Learners

Home Language Learning

Reconstructing Learner Identity

Peer Influence

Asian Pop Culture

Career Benefits and Identity-Related Issues

The University CFL classes

Summary

5 IDENTITY IN LANGUAGE USE

The Narrative Events

Multilingual Practices

Language Practices at Home

Language Socialisation at University

CHL Ideologies and Language Hierarchies

Cantonese and Mandarin

Traditional and Simplified Characters

Summary

6 IDENTITY IN SOCIAL EXPERIENCE

The Narrative Events

Before-and-Now: The Western-versus-Chinese

"I Just Feel More Comfortable with a Chinese"

"Culturally I Understand More Where They Are Coming From"

"They Still Live in the Sixties"

Here-and-Now: Local-versus-International

"Definitely the International"

"Like People from the Similar Backgrounds"

"We Are More Outgoing and We Have More Leadership Skills"

"They Are a Bit Stuck"

Summary

7 CONCLUSIONS

Agency and Investment Change in CHL learning

Language Practices in the Context of Superdiversity

Social Membership and Imagined Communities

Implications of the Study

Further Suggestions

REFERENCES

Appendix A: Interview Guide

Appendix B: Transcription Conventions

Über Autor(innen)

Zhen Li is currently Assistant Professor at the Education University of Hong Kong. She taught Chinese as a second language to students from multicultural and multilingual backgrounds in Hong Kong for nearly ten years. Her research interests include identity in cross-cultural contexts, second language education, teacher development, and intercultural communication.