Through the Identity Looking Glass: Chinese Heritage Language Learners' Intention and Motivation to Continue Learning Mandarin

• In Event: Exploring Family Engagement and Support in Identity and Bilingualism

Abstract

The MLA recently reported an overall decrease in college Mandarin course enrollment and an increase in Mandarin course drop-out regarding proceeding to more advanced courses. Using a Grounded Theory approach, this study explored factors influencing college-aged Chinese heritage language learners (HLLs)’ motivation to continue, or not continue, their Mandarin learning—including aspects of their identity. Both survey and interview are used in this study. Contrasting previous studies portraying HLLs’ motivation as linear, this study revealed a complicated image of Chinese HLLs’ motivation and the variation of their motivation across time through the interplay of surrounding-others and identity. Interestingly, the follow-up interview uncovered “instrumental value” as the primary factor in maintaining their motivation after the course ended.

Authors

• Wenting Song, Florida State University
  Presenting Author

• Jeannine E. Turner, Florida State University
  Non-Presenting Author