Mandarin Chinese Heritage Language Learners’ Language Ideology at the Postsecondary Level in Canada

• In Event: AERA Roundtable Session Saturday 8:00 am Four Seasons Ballroom 2-3
  In Roundtable Session: Language and Identity Formation in Postsecondary Contexts (Table 3)

Abstract

This study investigates Mandarin Chinese Heritage Language (CHL) learners’ language ideology in Canada, especially their learning motivations and experiences. Unlike most studies implementing quantitative research methods, this study conducts individual semi-structured interviews to capture partial Mandarin CHL learners’ dynamic and various profiles to support their learning better and deconstruct that “China”, “the Chinese”, and “the Chinese language” are all static and monolithic categories. Six participants reported that their primary learning motivations were familial and social connections, potential benefits from Mandarin proficiency, and self-growth. Students in this study also shared their unpleasant experiences in their early Mandarin studies and their transformative positive experiences in university. This study also provides rich information about participants' language ideology change for future curriculum and program development.

Author

• Xiaoyue Chen, University of Toronto - OISE