Theorising the Dynamics of Heritage Language Identity Development: A Narrative Inquiry of the Life Histories of Three Chinese Heritage Speakers

Autor/inn/en	Zhou, Yue; Liu, Yongcan
Titel	Theorising the Dynamics of Heritage Language Identity Development: A Narrative Inquiry of the Life Histories of Three Chinese Heritage Speakers
Quelle	In: Language and Education, 37 (2023) 3, S.383-400 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Zhou, Yue) ORCID (Liu, Yongcan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0782
DOI	10.1080/09500782.2022.2068351
Schlagwörter	Self Concept; Chinese; Language Maintenance; Foreign Countries; Personal Narratives; Second Language Learning; Second Language Instruction; Immigrants; Personal Autonomy; Interpersonal Relationship; Asians; English (Second Language); Self Motivation; Empowerment; Cultural Background; Bilingualism; Native Language; Heritage Education; United Kingdom + Suchen Sie Ihr Suchwort? Selbstkonzept; China; Chinesen; Sprachpflege; Ausland; Erlebniserzählung; Zweitsprachenerwerb; Fremdsprachenunterricht; Immigrant; Immigrantin; Immigranten; Individuelle Autonomie; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Asian; Asiat; Asiatin; Asiaten; Asiate; English as second language; English; Second Language; Englisch als Zweitsprache; Bilingualismus; Großbritannien
Abstract	This article examines the dynamics of heritage language (HL) identity development by analysing the life history accounts of three Chinese heritage language (CHL) learners growing up in the UK. Drawing on narrative data, the study contributes to the growing body of HL identity research by capturing the individual trajectories of CHL learners engaging with different interlocutors, at multiple sites, and across the lifespan. We report the various ways our participants are positioned by the essentialist discourses of Chineseness and how they learn to (re)position themselves as competent HL learners and legitimate members of the diasporic community. The findings highlight the need to understand HL learners' identity and agency as emergent from varied social interactions embedded within one's personal history. In light of the findings, we propose an original model to theorise the dynamics of HL identity development from a historical, spatial, and relational lens, and conclude with practical suggestions to encourage HL learning and maintenance. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01