Heritage language identity matters: Tracing the trajectory of a Chinese heritage mother and contested Chinese dual language bilingual education

IF 3.7 1区文学 Q1 LINGUISTICS

Studies in Second Language Learning and Teaching Pub Date : 2024-03-26 DOI:10.14746/ssllt.42372

Vashti Wai Yu Lee, L. Her, Peter I. de Costa

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引用次数: 0

Abstract

This article presents a narrative inquiry of a Chinese heritage mother to theorize and explicate how historical, relational, and spatial processes impacted her negotiation with power and agency in relation to her own heritage language (HL) identity development. A narrative approach enables us to draw on participant counter-stories against master narratives that erase experiences of marginalization of Asians in Asian language education in the United States. We do this through a model of HL identity development (Zhou & Liu, 2022) supplemented by an AsianCrit lens (Iftikar & Museus, 2018). We show the importance of normalizing Chinese as a HL outside of the home in terms of language maintenance as well as the impact such normalization has on the development of an affirmative Chinese HL identity. We add that spaces for such identity development are deeply associated with language programs like dual language bilingual education (DLBE), especially as the number of DLBE opportunities grow in number and in popularity. Thus, language programs, including DLBE, have a responsibility to ensure that the language education they provide address the interests and investments of families with respect to their HL in order to decenter a primary focus on the interests of ethnolinguistic majoritized families.

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遗产语言身份很重要：追溯一位中国传统语言母亲的成长轨迹和有争议的中文双语教育

本文通过对一位中国传统文化母亲的叙事调查，从理论上阐释了历史、关系和空间过程如何影响了她与自己的传统语言（HL）身份发展相关的权力和能动性的谈判。叙事方法使我们能够利用参与者的反故事来反对抹杀亚裔在美国亚洲语言教育中被边缘化经历的主叙事。我们通过一个以亚洲批评视角（Iftikar & Museus, 2018）为补充的汉语身份发展模型（Zhou & Liu, 2022）来实现这一目标。我们展示了在家庭之外将中文作为一种汉语正常化在语言维护方面的重要性，以及这种正常化对肯定性中文汉语身份发展的影响。我们还补充说，这种身份发展的空间与双语双语教育（DLBE）等语言项目有着深刻的联系，特别是随着双语双语教育机会的增多和普及。因此，包括双语双基教育在内的语言项目有责任确保其提供的语言教育能够满足家庭在汉语方面的兴趣和投资，以消除主要关注以民族语言为主的家庭的兴趣。

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来源期刊

Studies in Second Language Learning and Teaching LINGUISTICS-

CiteScore

5.30

自引率

2.90%

发文量

审稿时长

12 weeks

期刊介绍： Studies in Second Language Learning and Teaching (ISSN 2083-5205) is a refereed journal published four times a year by the Department of English Studies, Faculty of Pedagogy and Fine Arts, Adam Mickiewicz University, Kalisz, Poland. The language of publication is English. The journal is devoted to reporting previously unpublished highest quality theoretical and empirical research on learning and teaching second and foreign languages. It deals with the learning and teaching of any language, not only English, and focuses on a variety of topics ranging from the processes underlying second language acquisition, various aspects of language learning in instructed and non-instructed settings, as well as different facets of the teaching process, including syllabus choice, materials design, classroom practices and evaluation. Each issue carries about 6 papers, 6000-8000 words in length, as well as reply articles and reviews. At least one of the four issues per year is a special focus issue devoted to a particular area of second language learning and teaching, sometimes with a guest editor who is an expert on a specific topic.