Bicultural Identity Integration and Ideal L2 Self: Influencing Chinese L2 Learning in Multilingual Hong Kong

• In Event: AERA Roundtable Session Wednesday 11:45 am - Gold 2
  In Roundtable Session: Critical Multilingual Education Around the Globe: Identity, Self-Efficacy, and Raciolinguistics in International Contexts

Abstract

In light of the limited mixed-methods research on Chinese L2 learning in Hong Kong, this study explores how bicultural identity integration (BII) and the ideal L2 self (IS) influence language learning among Chinese as a Second Language (CSL) students. Employing Q methodology with 20 CSL students from diverse South Asian backgrounds, we identified two BII types (Harmonious Bicultural Integrators and Distinctive Cultural Navigators) and two IS types (Pragmatic Career-Oriented and Culturally Engaged Communicative Learners). Findings also indicated that both strong and weak BII are associated with different kinds of IS shaped by various integration challenges. These insights underscore the need for educational strategies that accommodate complex identities and the learning motivation (e.g., IS) of students in multilingual societies.

Authors

• Wanru Pang, The Hong Kong Polytechnic University

• Siyu Zhu, The Hong Kong Polytechnic University

• Xinhua Zhu, Hong Kong Polytechnic University

• Ziqi Zhang, Hong Kong Polytechnic University