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.
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.
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.
Inhaltsangabe
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
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
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