Perspectives of Heritage Language and Learning Experiences: A Case Study on Young Adult Chinese-Canadians
Date
2020-07-07
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Abstract
This qualitative multiple-case study, which focuses on the perception of five young adult Chinese-Canadians, explores how individuals from diasporic backgrounds perceive themselves, their heritage languages, and their Chinese language learning journeys. Drawing on a framework of investment model (Darvin & Norton, 2015) and apply it to the heritage language learning context, I report and interpret the interview data through cross-case analysis. Findings show that the participants embrace their hybrid and fluid identities. Both Mandarin and Cantonese-speaking participants show shifting attitudes toward Chinese as a heritage language (CHL) learning and generally from reluctance to enjoyment. What and how they invest in CHL learning are primarily mediated by the imagined communities among which they desire to be a part, and how the capital they possess is valued by the knowledge authorities. This study carries implications for immigrant family language policies, CHL classroom experiences, and suggests possible further longitudinal research.
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Keywords
Chinese as a heritage language, immigrants, identity, investment
Citation
Liu, L. (2020). Perspectives of Heritage Language and Learning Experiences: A Case Study on Young Adult Chinese-Canadians (Master's thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca.