Mandopop Lyrics Enhancing Heritage Language Learning and Bilingualism in a Chinese American Student

• In Event: AERA Roundtable Session Saturday 11:40 am Four Seasons Ballroom 1
  In Roundtable Session: Language, Identity, and Learning in Chinese-Mandarin Bi-/Multilingual Education (Table 1)

Abstract

This ethnographic case study, guided by heritage language and translanguaging theory, examines a young second-generation Chinese American student’s use of Mandopop lyrics to enhance heritage language learning at home. Over six months, the mother-researcher collected 61 audio recordings of the student reading, singing Mandopop, and engaging in translingual conversations. The analysis, supported by retrospective diary and field notes, revealed significant improvements in pronunciation, Mandarin word recognition, oral language skills, and vocabulary. Discussions about Mandopop lyrics further enhanced the student's understanding of heritage culture, promoting bilingualism and biliteracy. This study underscores Mandopop's potential as a valuable tool in heritage language education.

Author

• Shuling Yang, University of Maryland - Baltimore County