Roy, SylvieLiu, Liping2020-07-102020-07-102020-07-07Liu, 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.http://hdl.handle.net/1880/112270This 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.engUniversity of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.Chinese as a heritage languageimmigrantsidentityinvestmentEducationmaster thesis10.11575/PRISM/37992