Language learning experiences and the identities of adolescent Chinese heritage language learners in England

Globalisation has intensified population mobility worldwide, contributing to feelings of displacement and lack of belonging, particularly in migrant communities. Identity has become a focus in language education research. This study investigates how the identities of adolescent Chinese heritage language learners in England (aged 12–16) are constructed and negotiated through their learning experiences of different languages and language varieties.
Chinese heritage language learners refer to those with a family or ancestral heritage to Chinese language varieties. Identity is understood here as an understanding of his or her relationship to the world across time and space. The research addresses three research questions: (1) What are adolescent Chinese HL learners’ attitudes towards their languages and language varieties, and what may inform their attitudes? (2) How are the motivations and emotions of adolescent Chinese heritage language learners constructed and developed in the context of their heritage language learning? (3) How do adolescent Chinese HL learners negotiate their identities in the context of their languages and language varieties?
The study is informed by a social constructionist paradigm and uses a bricolage approach to the theoretical framework, drawing together concepts and theories from different disciplines, including language ideologies, Motivational Self System, and Social Identity Theory.
A qualitative methodology was adopted, involving 10 Chinese families across England, with one parent participating in each case. Each family took part in four semi-structured interviews. A drawing activity (language portraits) was conducted in the first interview to explore linguistic repertoires, emotions and identities. Interview topics included language practices, support strategies, learners’ motivation, emotions, and intergenerational dynamics. The social constraints of the Covid-19 pandemic were also considered. Thematic analysis revealed key themes including: the privilege of Mandarin Chinese over other HL varieties; English as the dominant language in England; reconsidering Chinese character writing skills; translanguaging and fluidity of adolescent Chinese HL learners’ identities.
The findings contribute to understanding the identities of adolescents in Chinese heritage families in relation to their linguistic repertoires. This study has implications and recommendations for heritage language education and family support practices in multicultural England.