"What My Mom Says Doesn't Motivate Me Anymore": Different Language Learning Motivations Among Chinese Heritage Learners

• In Event: Marriott Roundtable Session 11
  In Roundtable Session: Bilingualism and Language Shift in the Context of Heritage Language

Abstract

This mixed method study investigates language learning motivational factors for
adolescent Chinese heritage language learners (CHLLs), motivational differences between
middle and high school CHLLs, and if educators and parents respond to these motivational
differences. Guided by the framework of motivational orientations and the internal structure model, this study found five dimensions of motivational factors: Integrativeness, instrumentality,cultural interest, social milieu, and positive learning attitudes and experiences. Findings show significant differences between middle and high school CHLLs in social milieu and cultural interest, and in three factors, maintaining heritage identity, influences from parents, and appreciating Chinese culture. However, interviews indicate that parents and teachers did not respond to these motivational differences. Pedagogical and motivational strategies are proposed to address developmental differences.

Authors

• XiaoliI Gong, University of Maryland - College Park

• Lijuan Shi, University of Maryland - College Park

• Kellie Rolstad, University of Maryland