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Adult Chinese Heritage Language Learners in the United States: Investments and Identities

Liang, Feng
http://orcid.org/0000-0001-8683-2104
http://rave.ohiolink.edu/etdc/view?acc_num=ucin1593273136986069

Abstract Details

2020, PhD, University of Cincinnati, Education, Criminal Justice, and Human Services: Educational Studies.
Although the research on heritage language (HL) education has gained attention as a specific field of academic investigation, there is limited literature available on Chinese heritage language learners (CHLLs) at the post-secondary level or after. This group of CHLLs may still advance or stop their development or maintenance of their Chinese proficiency, with (un)changed investment and identities from those of their childhood. The purpose of this study was to explore adult CHLLs’ Chinese learning and use over time in various contexts by investigating their investment, supports and challenges in learning Chinese, and their constructed identities. This dissertation study draws on three strands of theories: (a) critical discourse analysis; (b) systemic functional linguistics, particularly appraisal theory; and (c) identity and investment theories. Multiple-case design was employed in this study. Data collection over six months includes interviews and journals as primary sources, and observations, documents, artifacts, and informal communications as supplementary data. Thematic analysis and SFL-based textual analysis were used to answer each research question covering three life stages: childhood before college, during college, and after graduating or after college Chinese class. Findings reveal that CHLLs’ learning and using Chinese were driven by their belief that they could obtain one or more material or symbolic resources. Their investment level was relatively low in their childhood, increased as they made progress, decreased as graduation approaches, and varied but all experienced different degrees of declination after graduating. In their childhood, there was little to no exposure to Mandarin in family, while community Chinese heritage language (CHL) school played an important role. College Chinese class served as a major context to support CHLLs’ Chinese learning. After the Chinese class, CHLLs basically had busy schedules and limited opportunities to learn and use Chinese. CHLLs had multiple identities depending on different contexts. Although their identity construction was socially affected by others’ views of them, they were not passively positioned by others or impacted by the inequitable social structures. They had a deeper understanding of their identity during adulthood. The study concludes with a discussion of the implications for future research, and what different stakeholders including CHLLs’ parents, community CHL school, and college Chinese program can do to better meet the needs of CHLLs and promote heritage language maintenance.
Dong-shin Shin, Ed.D. (Committee Chair)
Haiyang Ai, Ph.D. (Committee Member)
Cheri Williams, Ph.D. (Committee Member)
Education
Chinese heritage language learners; investment; identity; heritage language maintenance

Recommended Citations

Citations

  • Liang, F. (2020). Adult Chinese Heritage Language Learners in the United States: Investments and Identities [Doctoral dissertation, University of Cincinnati]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1593273136986069

    APA Style (7th edition)

  • Liang, Feng. Adult Chinese Heritage Language Learners in the United States: Investments and Identities. 2020. University of Cincinnati, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=ucin1593273136986069.

    MLA Style (8th edition)

  • Liang, Feng. "Adult Chinese Heritage Language Learners in the United States: Investments and Identities." Doctoral dissertation, University of Cincinnati, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1593273136986069

    Chicago Manual of Style (17th edition)

ucin1593273136986069
238
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This open access ETD is published by University of Cincinnati and OhioLINK.