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This document summarizes a study examining Chinese heritage language learning from the perspective of dialect speakers. The study involved interviews with 64 Chinese language students with heritage backgrounds. It generated 3 conceptual categories to understand identity issues: imagined Chinese communities and dialects, linguistic hegemony and transculturation, and language investment and globalization. Some interviewees identified as Chinese American but felt seen as foreigners in China. Others saw Mandarin as more useful than their native dialect. The study concluded teachers should adjust curriculum for learners' backgrounds and that dialect students can enrich heritage language pedagogy through diversity.
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![Diversity and Difference: Identity Issues of Chinese Heritage Language Learners from Dialect Backgrounds ,[object Object],[object Object]](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)
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- 1. Language and Identity Angelica Huang & Hannah Humble
Editor's Notes
- “ 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