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• W2316253097 abstract "This dissertation explores complex positionings of Chinese heritage language (CHL) learners amid several intersecting discourses, including those around globalization, identity development and language policies. Using qualitative methods, drawing principally on critical ethnography (Carspecken, 1996), nexus analysis (Scollon & Scollon, 2004, 2007), and the analysis of discourse (Blommaert, 2005), the study combines textual and site-based analyses to link the language development experiences of diverse university-level CHL students to broader sociopolitical discourses. An analysis of the concepts ―heritage language‖ and ―heritage language learner‖ serves as a foundation for ethnographic work at California Northern University (CNU, a pseudonym). Arguments for establishing expert meanings reflect unresolved, perhaps irresolvable, tensions between disciplinary perspectives that are forming an emerging heritage language field. Interpreting the meaning ―heritage‖ broadly for languages and narrowly for learners allows for an uneasy equilibrium, leaving open questions about the significance of linkages between language and culture. The study then explores this link in the context of university-level Mandarin education. Site-based field work at CNU over the period 2005-2008 examines policy enactments (Ramanathan & Morgan, 2007) and their effects on diverse CHL learners. Findings under a dual-track program design, separating ―regular‖ and ―bilingual‖ learners at the introductory level, revealed complications around placements; when institutional policies did not meet students‘ language needs nor were in accord with their evolving -iisense of ethnic identity, some CHL students re-placed and re-positioned themselves, seeking to resolve tensions they faced as they were caught at the intersection of institutional values, program structure and their own linguistic and cultural resources. After the program added a third track for Cantonese-background students, subsequent work focused on the experiences of diverse CHL students in this track. The first analysis details students‘ evolving investment (Norton, 2000) in studying Mandarin as a ―heritage‖ language whose spoken form differs greatly from Cantonese, examining identity negotiations and how Mandarin study interacted with students‘ sense of ―Chineseness‖ (Louie, 2004). The second analysis examines teachers‘ and students‘ beliefs about the relationship between Cantonese and Mandarin. The analysis reveals why ―dialect‖ background matters for Mandarin development and that present theoretical constructions of CHL learners render invisible significant distinctions. In sum, this dissertation connects issues of identities, pedagogies and policies in relational terms, demonstrating the importance of this approach for CHL education, and also within heritage language studies and applied linguistics." @default.
• W2316253097 created "2016-06-24" @default.
• W2316253097 creator A5032651241 @default.
• W2316253097 date "2010-01-01" @default.
• W2316253097 modified "2023-09-24" @default.
• W2316253097 title "Policies and Identities in Mandarin Education: The Situated Multilingualism of University-level ―Heritage‖ Language Learners" @default.
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