Complicating the Essentialized Notion of a Heritage Language Learner: Variation in Experiences, Motivation, and Identity

• In Event: Advocacy, Equity, and Language Learning

Abstract

While research on heritage language learners (HLLs) has gained increasing recognition in applied linguistics, not many studies have recognized the importance of identity in a learning context (Hornberger & Wang, 2008; Leeman, 2015). The present study examines three cases of students from a university Chinese class designed for HLLs. Using a mixed-methods approach with an array of surveys, questionnaires, and semi-structured interviews, the case studies provide in-depth profiles of the individuals’ experiences, motivations, ideologies, and their self-perceived and shifting identities within a variety of contexts. The findings illustrate then complications involved in constructing a composite profile of an HLL, and shows that when these three learners are compared, they are vastly different in their experiences, motivations, and self-perceived identities.

Author

• John Chi, University of Maryland
  Presenting Author