Identity of Chinese Heritage Language Learners in a Global Era

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