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  • “ Heritage language learners are generally described as ‘any learners who have acquired their cultural and linguistic competence in a non-dominant language primarily though contact at home with foreign born parents and/or other family members” The more diverse Chinese is, the bigger identity issues
  • 45 students from dialect or bi-dialect families, 19 from Mandarin speaking families
  • Transcript

    • 1. Language and Identity Angelica Huang & Hannah Humble
    • 2. Diversity and Difference: Identity Issues of Chinese Heritage Language Learners from Dialect Backgrounds
      • Ka F. Wong, University of Southern California, and Yang Xiao, University of California, Davis
      • Fall, 2010
    • 3. Heritage Language Learner
      • Having acquired cultural and linguistic competence in a non-dominant language
      • Primarily through contact at home with foreign born parents and/or other family members
      • (Kondo-Brown & Brown, 2008 UCLA Steering Committee, 2001; Valdes,1995)
    • 4. Diversity of Chinese
      • Has both simplified and traditional characters
      • Not just Mandarin! (6 main dialect groups)
      • Many dialects are mutually unintelligible
      • Chinese heritage language studies include Mandarin and dialects
    • 5. The Study
      • Purpose : to examine Chinese heritage language learning from the standpoint of dialect speakers
      • Central Theme: Heritage
      • Research: 64 interviews with Chinese language students of heritage background
      • Methodology: generated 3 conceptual categories from the data to understand the identity issues
    • 6. Imagined Chinese Communities and Dialects
        • Q: How would you identify yourself?
        • I: I would say I’m American if a Chinese person asks me, but if an American person asks me I’d say Chinese American, ‘cause…when other foreigners see you, you are still Chinese no matter where you are born, but in China, they see you as a foreigner, if you are not born there. (#34)
    • 7. Linguistic Hegemony and Transculturation
        • “ Cantonese is part of my culture, but for me, it’s not as important to learn it. I think Mandarin is more useful, so…I would take Mandarin over Cantonese…Mandarin is like a universal language in China.” (#35)
    • 8. Language Investment and Globalization
        • “ I need to learn Chinese, and Mandarin is the most popular language…it’s important because pretty soon, China’s going to be, Chinese people are going to be everywhere, and Mandarin’s the dominant language…That’s a big plus.” (#4)
    • 9. Pedagogical Implications
      • Teachers should adjust their curriculum to fit language learners’ own linguistic backgrounds
      • Speaking may be the most difficult component for heritage speakers
      • Grammatical patterns may also be difficult for heritage speakers
      • Dialect students can enrich heritage language pedagogy- diversity is good!
      • Socio-cultural orientation