The Interplay of Identity Construction and Motivational Development in Chinese Heritage Language Learning: Confrontation between Individual Agency and Hegemonic Social Discourse
Year: 2024
Type: article
Abstract: This study explores the intricate relationship between identity construction and motivational development in Chinese Heritage Language (CHL) learners. Drawing on the narratives of three CHL learners in the UK, the research employs a post-structuralist perspective and the Heritage Language Identity Development Model (HLIDM) to analyze the dynamic interplay of personal histories, spatial contexts, and relational experiences in shaping learners’ identities and motivations. The findings underscore the pivotal role of accepting one’s Chinese identity in shaping motivations to learn CHL. However, this acceptance is not passive but emerges from active societal participation and the exercise of individual agency. The study also highlights the significant influence of societal hegemonic discourses, particularly those related to authenticity, which can impact learners’ motivations negatively. The research concludes by emphasizing the need for a more inclusive understanding of Chinese identity and a challenge to dominant discourses on authenticity to support effective CHL learning.
Author: Haifeng Li
Institution: University of Manchester
Language: English
Subfield: Linguistics and Language
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W4396897424