Different Trajectories of Heritage Language Identity Development through Short-Term Study Abroad Programs: The Case of Chinese Heritage Learners
Abstract
:1. Introduction
- What were the different patterns of HL identity development of the CHLLs in the short-term SA program?
- How can such patterns inform program practitioners and HL learners?
2. Literature Review
2.1. CHLLs’ Identity
2.2. HL Learners’ Identity in the SA Context
2.3. The Framework of HL Identity Development
the ways in which different facets of identity are integrated and aligned, in accordance with the need to use L2 to project identities that are in harmony with other relevant facets of the participants’ personal and social identities in the (SA) environment.[28] (p. 179)
- Identity-related L2 development: Language competence, which leads to the successful expression of desired insider identities. In this dimension, learners are able to describe what they have been able to do with the L2 (e.g., problem solving and making friends), which links their L2 proficiency to their self-identification as a successful sojourner;
- Linguistic self-concept development: Self-evaluation on learning/using the L2—that is, how learners perceive their ability as language learners and their progress. A sense of becoming a user rather than a learner of the language was a key finding of Benson et al.’s research;
- L2-mediated personal development: Achievements with respect to character changes or self-exploration with the L2 as the medium. Examples of pertinent personal growth include maturity, tolerance, open mindedness, independence and cultural awareness.
- Language development related to heritage identity: Language competence, which leads to the expression of a desired heritage identity. For example, expanding on previously limited knowledge about Chinese gained from family and taking the advantage of the HL to solve problems when studying abroad.
- HL self-concept development: Self-evaluation on learning/using the HL, that is, how learners perceive their abilities as HL learners/users and their progress.
- HL-mediated personal development: Achievements involving character changes or self-exploration with the HL as the medium, such as being inspired by the values expressed by Chinese idioms or developing an understanding of the heritage culture through the use of the HL in communication.
2.4. Gaps in the Literature
3. Methodology
3.1. Participants and Data Collection
3.2. Narrative Analysis Procedures
4. Data Analysis and Findings
4.1. Focused Explorer
S32: I thought I was fluent in Chinese when I first enrolled in this unit, since I spoke Chinese from a very young age. I could write, read and speak Chinese… What a surprise! I was no way near fluent compared to a local… I felt overwhelmingly unprepared for this unit [program] by the time I got in bed [on the first day of arrival].
S20: …before the end of the first weekly exam, my weaknesses had become sorely obvious and left me greatly disheartened. Although my interest in Chinese had kept me decently proficient in recognising and reading, I was completely unable to write the characters from nothing. I became anxious about every assessment, and confronting my fear of failure in these tasks was what challenged me the most in terms of my language studies.
S20: I endured this by keeping the thought of self-improvement always at the forefront of my mind, and I am so proud to have completed the language course and for conquering my fears… My parents and siblings joined me in Beijing during my last week of studies…, and I was most humbled and grateful to find that I had become so comfortable and confident in expressing myself that I was able to facilitate and guide them through their Beijing travels.
S32: I realised in 2 days [that] speaking Chinese to the locals not only increased my Chinese abilities, but we were less likely to get scammed… I never thought learning Chinese was a burden, but I never realised how useful it was until I needed it.
S6: …My own identity as an Australian-born Chinese (ABC) has been shaped largely by my family and close relatives. However, I now realise that this has limited my understanding of what the Chinese language represents and its relationship with Chinese culture. [Studying abroad provided] me [with] the opportunity to test my own understanding… The formal classroom setting also revealed to me the limitations of my previously informally learnt Chinese.
S25: Another misconception that I held was that I would gain little from this program due to my Chinese heritage. Between my friend and I, I was the only person with any knowledge of Chinese. Thus, I was forced to completely rely on my own limited speaking abilities… It was this sink-or-swim situation that enabled me to rapidly develop my confidence and skills.
S15: The local civilians enlightened my discoveries towards a common belief our teacher mentioned in class: ‘the value of the doctrine of the Mean’ (中庸之道). Personally, I believe that this idea of unity is something that has been lacking [in] Western culture…
S30: As an individual with a Chinese background, language and culture has always been of importance within my life, whether it is speaking the language to elderly family members or the cultural importance of special occasions such as Chinese New Year. However, beyond these experiences that I have grown up with, the Chinese language and historical culture has been largely unexplored. The interactions and immersion with the local community and learning about the new environment has challenged my independence through the need to communicate in Chinese.
4.2. Balanced Explorer
(a) Having attended Chinese school for Cantonese growing up, I vividly remember the difficulties of learning a language and [the] dedication required to master it… Throughout my initial studies [in the program], I faced difficulties with distinguishing tones and pronunciation, especially with tongue placements… Despite this, I remained resilient, eager to overcome these challenges, as mastery would provide a strong foundation for future success in Mandarin. To do so, I took a two-pronged approach, listening to the audio from the textbook to practise both my pronunciation and listening skills before reinforcing this through practising with Advanced class friends and engaging with locals. This method proved to be successful, as I… progressively saw my speaking and listening skills improve. (b) I developed greater confidence in my Mandarin and… reaffirmed that I was capable [of learning] the language if I consistently practised and immersed myself within the city… (c) I was ready to put aside the comforts I had in Australia for something new and refreshing in Beijing. Subsequently, my [SA] experience was a journey of discovery, one that would allow me to gain both a better grasp of Mandarin and deeper insights into my culture and heritage.
4.3. Partial Explorer
S22: Although Chinese is not a foreign language for me, I struggle to read or write Chinese characters. Growing up, my parents stressed the importance of speaking Mandarin at home, but I never took Chinese classes, which limited my exposure to Chinese characters. Coming to Beijing allowed me to learn a vast range of new characters both in the classroom and while travelling.
4.4. Meanderer
S28: We also took home countless historical lessons that were especially fascinating. Although this wasn’t my initial plan, as an Australian with a Chinese background, I can finally return to my parents and tell them to stop pestering me about my lack of knowledge of the history of China.
S28: While conversing with my language partner (a doctorate student at [the host institution]), I came to a very important realisation about my life growing up in Sydney. Listening to descriptions of the harsh reality for Chinese students, the ever increasing competition and the unsympathetic pressures induced by their parents, I realised just how lucky I am to have experienced childhood in Australia. This was an unexpected discovery that I never thought I’d be making. Never have I thought that after staying at [the host institution], I’d develop a newfound appreciation for my parents who decided to raise me in Australia.
4.5. Outsider
S3: I learnt how navigating unknown streets in a foreign city can easily get overwhelming, and although most people are courteous, a few will try to take advantage of your foreigner status to rip you off… The difficulty of learning and speaking a second language has made me appreciate and respect international students and immigrants more and has honed key intercultural skills.
S11: The [program] has had a momentous impact on myself, stemming from my initial expectations that I would merely learn basic and useless phrases in Chinese and see tourist attractions with my pre-existing friendship group. While my expectations were met, an unanticipated appreciation for exchange programs was developed, compounded with the growth of new friendships and cherished memories. I believe this [can be] attributed to the diverse group of… other students who commenced a similar journey with me.
S13: My trip to China gave me valuable insights into a different culture… I refrained from being ethnocentric and did not evaluate Chinese culture from my perspective but instead ‘lived in their shoes’.
5. Discussion
- For focused and balanced explorers, we could acknowledge the advantages in their depth and breadth of exploration while suggesting possibilities for further reflection.
- For partial explorers and meanderers, more emphasis may be placed on guidance for understanding their difficulties and cultural differences; this is because both types of learners are willing to explore but encounter obstacles to more in-depth engagement or thorough understanding. Both this and previous studies have demonstrated that one of the major challenges HL learners face is a lowered self-esteem and sense of empowerment if they speak a non-prestigious variety of their HL [43] or if the traditional Chinese culture instilled in them by their family is different from the Chinese culture they experience in person in China [27]. The data from more active explorers showed that conquering these difficulties and interpreting them as the richness and diversity of their cultural heritage helped channel their negative emotions and contribute to positive HL identity growth.
- Outsiders may not be as ready to actively explore their HL identities, and their subject positioning should be respected. Their renewed appreciation of their identities related to their home countries or cultural belonging, in the case of presence, should also be recognised. Previous literature has suggested that a comprehensive recognition of their home culture helps learners alternate between cultural identities [44], which is inducive to the formation of an intercultural identity [45]. The outsiders in this study all developed some form of intercultural or global identity, which is plausible. However, it should also be recognised that the opportunity to explore their heritage identities through the SA experience was not fully utilised. Since stronger heritage identification is associated with better HL proficiency and language maintenance [18,19], evoking these outsiders’ interest in exploring their HL identities is a necessary consideration for SA program interventions.
6. Conclusions
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Acknowledgments
Conflicts of Interest
Appendix A
No. | Code Name | Journal Word | Level of Class | Theme 1 1 (NoC/ NoW/ CC) 2 | Theme 2 (NoC/ NoW/ CC) | Theme 3 (NoC/ NoW/ CC) | Theme 4 (NoC/ NoW/ CC) | Higher Order Identity Concept |
---|---|---|---|---|---|---|---|---|
1 | S20 | 535 | Advanced | 2 201 37.57%3 | 1 133 24.86% | 0 0 0.00% | 0 0 0.00% | focused explorer (theme 1 focused) |
2 | S32 | 657 | Advanced | 2 191 29.07% | 1 36 5.48% | 0 0 0.00% | 0 0 0.00% | focused explorer (theme 1 focused) |
3 | S01 | 527 | Beginning-Intermediate | 0 0 0.00% | 2 73 13.85% | 0 0 0.00% | 0 0 0.00% | focused explorer (theme 2 focused) |
4 | S06 | 949 | Fundamental | 1 205 21.60% | 3 394 41.52% | 0 0 0.00% | 0 0 0.00% | focused explorer (theme 2 focused) |
5 | S25 | 553 | Beginning-Intermediate | 1 20 3.62% | 2 65 11.75% | 0 0 0.00% | 0 0 0.00% | focused explorer (theme 2 focused) |
6 | S29 | 1022 | Beginning-Intermediate | 0 0 0.00% | 2 152 14.87% | 1 79 7.73% | 0 0 0.00% | focused explorer (theme 2 focused) |
7 | S15 | 539 | Advanced | 0 0 0.00% | 1 46 8.53% | 2 119 22.08% | 0 0 0.00% | focused explorer (theme 3 focused) |
8 | S18 | 503 | Beginning-Intermediate | 1 36 7.16% | 0 0 0.00% | 2 189 37.57% | 0 0 0.00% | focused explorer (theme 3 focused) |
9 | S30 | 501 | Beginning-Intermediate | 0 0 0.00% | 0 0 0.00% | 2 183 36.53% | 0 0 0.00% | focused explorer (theme 3 focused) |
10 | S05 | 548 | Fundamental | 1 193 35.22% | 1 21 3.83% | 1 85 15.51% | 0 0 0.00% | balanced explorer |
11 | S19 | 900 | Advanced | 1 24 2.67% | 1 83 9.22% | 1 55 6.11% | 0 0 0.00% | balanced explorer |
12 | S33 | 890 | Advanced | 1 122 13.71% | 1 94 10.56% | 1 30 3.37% | 0 0 0.00% | balanced explorer |
13 | S08 | 550 | Advanced | 0 0 0.00% | 1 99 18.00% | 1 69 12.55% | 0 0 0.00% | partial explorer |
14 | S12 | 519 | Advanced | 1 72 13.87% | 0 0 0.00% | 1 69 13.29% | 0 0 0.00% | partial explorer |
15 | S14 | 867 | Advanced | 1 25 2.88% | 1 94 10.84% | 0 0 0.00% | 0 0 0.00% | partial explorer |
16 | S04 | 959 | Beginning-Intermediate | 1 123 12.83% | 0 0 0.00% | 0 0 0.00% | 0 0 0.00% | partial explorer |
17 | S02 | 566 | Beginning-Intermediate | 0 0 0.00% | 1 97 17.14% | 1 58 10.25% | 0 0 0.00% | partial explorer |
18 | S22 | 971 | Beginning-Intermediate | 1 62 6.39% | 0 0 0.00% | 0 0 0.00% | 0 0 0.00% | partial explorer |
19 | S31 | 895 | Beginning-Intermediate | 0 0 0.00% | 1 39 4.36% | 0 0 0.00% | 0 0 0.00% | partial explorer |
20 | S21 | 923 | Beginning-Intermediate | 1 105 11.38% | 0 0 0.00% | 0 0 0.00% | 2 64 6.93% | meanderer |
21 | S16 | 519 | Advanced | 0 0 0.00% | 0 0 0.00% | 1 32 6.17% | 1 146 28.13% | meanderer |
22 | S17 | 1143 | Beginning-Intermediate | 1 25 2.19% | 3 180 15.75% | 0 0 0.00% | 1 79 6.91% | meanderer |
23 | S28 | 550 | Beginning-Intermediate | 0 0 0.00% | 1 38 6.91% | 0 0 0.00% | 1 95 17.27% | meanderer |
24 | S26 | 929 | Advanced | 1 98 10.55% | 1 32 3.44% | 0 0 0.00% | 1 180 19.38% | meanderer |
25 | S03 | 504 | Fundamental | 0 0 0.00% | 0 0 0.00% | 0 0 0.00% | 2 61 12.10% | outsider |
26 | S07 | 538 | Beginning-Intermediate | 0 0 0.00% | 0 0 0.00% | 0 0 0.00% | 1 19 3.53% | outsider |
27 | S09 | 934 | Fundamental | 0 0 0.00% | 0 0 0.00% | 0 0 0.00% | 1 66 7.07% | outsider |
28 | S10 | 549 | Beginning-Intermediate | 0 0 0.00% | 0 0 0.00% | 0 0 0.00% | 1 98 17.85% | outsider |
29 | S11 | 550 | Fundamental | 0 0 0.00% | 0 0 0.00% | 0 0 0.00% | 1 145 26.36% | outsider |
30 | S13 | 937 | Fundamental | 0 0 0.00% | 0 0 0.00% | 0 0 0.00% | 1 76 8.11% | outsider |
31 | S23 | 537 | Beginning-Intermediate | 0 0 0.00% | 0 0 0.00% | 0 0 0.00% | 3 79 14.71% | outsider |
32 | S24 | 823 | Advanced | 0 0 0.00% | 0 0 0.00% | 0 0 0.00% | 1 45 5.47% | outsider |
33 | S27 | 550 | Fundamental | 0 0 0.00% | 0 0 0.00% | 0 0 0.00% | 2 65 11.82% | outsider |
34 | S34 | 554 | Beginning-Intermediate | 0 0 0.00% | 0 0 0.00% | 0 0 0.00% | 2 141 25.45% | outsider |
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Tong, P.; Tsung, L. Different Trajectories of Heritage Language Identity Development through Short-Term Study Abroad Programs: The Case of Chinese Heritage Learners. Sustainability 2023, 15, 6392. https://doi.org/10.3390/su15086392
Tong P, Tsung L. Different Trajectories of Heritage Language Identity Development through Short-Term Study Abroad Programs: The Case of Chinese Heritage Learners. Sustainability. 2023; 15(8):6392. https://doi.org/10.3390/su15086392
Chicago/Turabian StyleTong, Peiru, and Linda Tsung. 2023. "Different Trajectories of Heritage Language Identity Development through Short-Term Study Abroad Programs: The Case of Chinese Heritage Learners" Sustainability 15, no. 8: 6392. https://doi.org/10.3390/su15086392