Fixity and Fluidity in Two Heritage Language Learners' Identity Narratives

Autor/in	Gyogi, Eiko
Titel	Fixity and Fluidity in Two Heritage Language Learners' Identity Narratives
Quelle	In: Language and Education, 34 (2020) 4, S.328-344 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gyogi, Eiko)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0782
DOI	10.1080/09500782.2020.1720228
Schlagwörter	Self Concept; Second Language Learning; Second Language Instruction; Heritage Education; Teaching Methods; Japanese; College Students; Student Attitudes; Cultural Background; Foreign Countries; Correlation; Student Characteristics; United Kingdom + Suchen Sie Ihr Suchwort? Selbstkonzept; Zweitsprachenerwerb; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Japaner; Japanisch; Collegestudent; Schülerverhalten; Ausland; Korrelation; Großbritannien
Abstract	This paper draws on identity narratives that were collected annually over a four-year period from two heritage language learners of Japanese at a U.K. university. This paper observes how 'fixity' (discreteness, static and fixed identities) and 'fluidity' (hybridity; creative and flexible identities) co-exist with each other in learners' conceptualization of themselves and their cultural affiliations. The findings of this study indicate a high degree of complexity and flux within the identities of these learners, enabling them to shift between fixed and fluid conceptualizations of themselves. One student deliberates the association between her nationality and personal identity, while also expressing fixed views on what it means to be Japanese on other occasions. The other student uses 'fixed' categories such as 'foreigner' in a fluid way to construct the self-image(s) that suit his varied purposes. The article concludes with research and pedagogical implications for conducting research on the identity of heritage language learners. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01