Abstract
Although linguistic and cultural varieties exist among Chinese Heritage Language Learners (CHLLs), little attention has been given to how adult CHLLs with non-Mandarin backgrounds attempt to negotiate their identities when they learned Chinese. Grounded in He’s (2008, 2016) theory of Chinese heritage language (CHL) development, this study explored the construction of identities of Chinese adults with non-Mandarin backgrounds in the process of Chinese heritage language learning. Three adult CHLLs in the United States participated in a multiple case study that lasted for six months. Data collection included interviews, journals, observations, and informal communications. Findings suggest that CHLLs of non-Mandarin backgrounds had a deeper understanding of their identity during adulthood and tend to construct an identity that was opposite to the group with which they are interacting. Highlighting the heterogeneity and fluidity of the identities among participants, this study concludes with implications.
Recommended Citation
Liang, Feng
(2021)
"Identities Development of Adult Chinese Heritage Language Learners from Southeast Asian American Families,"
Journal of Southeast Asian American Education and Advancement: Vol. 16
:
Iss.
1,
Article 18.
DOI: 10.7771/2153-8999.1234
Available at:
https://docs.lib.purdue.edu/jsaaea/vol16/iss1/18
