“What About Me? I'm Not Like Chinese But I'm Not Like American”: Heritage-Language Learning and Identity of Mixed-Heritage Adults

Shin, Sarah J.

doi:10.1080/15348458.2010.486277

Cited by 69 publications

(47 citation statements)

References 32 publications

(33 reference statements)

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“…The developing of FL self has also appeared in the previous literature (e.g., Benson et al, 2012;Khodadady & Navari, 2012;Shin, 2010). In Shin's (2010) qualitative study on twelve adults of mixed heritage backgrounds with one English-speaking parent and one immigrant parent who speaks another ethnic language, one of the participants, Julie, is half Japanese and half White, but she claimed that she never learned to speak Japanese growing up due to her mother, who never spoke to her in Japanese.…”

Section: Development Of Fl Selfmentioning

confidence: 94%

“…She then determined to learn to speak Japanese in order to be Japanese in order to form her foreign language identity (FL) or heritage language identity (HL). The other participant in Shin's (2010) study, Suzanne, claimed that she does not view herself as Chinese (FL or HL identity) because she cannot speak Cantonese. Suzanne's father is Cantonese native speaker but was reluctant to teach her the language.…”

Section: Development Of Fl Selfmentioning

confidence: 99%

“…In Shin's (2010) qualitative study on twelve adults of mixed heritage backgrounds with one English-speaking parent and one immigrant parent who speaks another ethnic language, one of the participants, Julie, is half Japanese and half White, but she claimed that she never learned to speak Japanese growing up due to her mother, who never spoke to her in Japanese. She then determined to learn to speak Japanese in order to be Japanese in order to form her foreign language identity (FL) or heritage language identity (HL).…”

Section: Development Of Fl Selfmentioning

confidence: 99%

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Self and Language Anxiety

Huang¹

2014

ELLS

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This paper discusses relationships between language anxiety and self. Self refers to an individual's (a) self-confidence, (b) language ego, L2/FL self or identity developed during second or foreign language learning, or a combination of both L1 self and L2/FL self. Based on previous literature on language anxiety and L2 or FL learning, language learners' self-confidence might imply a lack of language anxiety which enhances language achievement (e.g.,

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Section: Development Of Fl Selfmentioning

confidence: 94%

Section: Development Of Fl Selfmentioning

confidence: 99%

Section: Development Of Fl Selfmentioning

confidence: 99%

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Self and Language Anxiety

Huang¹

2014

ELLS

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“…They may know none, little, or much of the HL, but they are a part of the heritage culture. Studying mixed-heritage adults experiencing societal and personal pressures to shift to English, Shin (2010) finds that HL proficiencies varied widely depending on the participants' interaction in that language.…”

Section: Studies On Heritage Language Learningmentioning

confidence: 99%

Linguistic and cultural identity of Indonesian Americans in The United States

Lie

Wijaya

Kuntjara

2018

Indonesian J. Appl. Linguist

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This article examines the second-generation immigrants in California and focuses on their language use and cultural identity as Indonesian-Americans. This study investigated to what extent home language use and community involvement influenced mastery of Indonesian heritage language and what factors affected the forming of cultural identity. Data were drawn from self-assessed Indonesian Oral Proficiency Questionnaire and in-depth interviews of sixteen Indonesian-Americans aged fifteen to early twenties. Their parents were also interviewed as triangulation. Results show that parents' insistence in using Indonesian as home language and the youths' investment in support community have enhanced the mastery of Indonesian heritage language. Furthermore, exposure to the language and culture, investment, and community factors have affected the transformation of cultural identity.

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“…In order to be able to claim legitimacy in their heritage groups, another aspect that is equally important is the ability to speak the heritage language (Pao, Wong & Teuben-Row, 1997;Shin, 2010;Renn, 2008;Wallace, 2001;Yancey & Lewis, 2009). According to Wallace (2001, p. 67) language is not only an "essential" dimension of a mixed-heritage person's identity, but also plays an important role in their daily interactions with family members and peers.…”

Section: Vignettes In the Heritage Legitimacy Studymentioning

confidence: 99%

Application of the Vignette Technique in a Qualitative Paradigm

Azman

Mahadhir

2017

GEMA

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Vignettes are short depictions of typical scenarios intended to elicit responses that will reveal values, perceptions, impressions, and accepted social norms. This article describes how vignettes were developed and used in a qualitative linguistics anthropology study to elicit those responses as experienced by mixed-heritage individuals in attaining heritage legitimacy despite their inability to speak their heritage languages. The vignettes were administered during in-depth, semi-structured interviews. Eight participants were asked to reflect and respond to prompts which revolved around typical experiences where speakers were limited by their lack of heritage language proficiency. Based on the vignettes, the participants described how the speakers would linguistically strategize to compensate their limited abilities in using the heritage languages. At the same time, the cultural means through which speakers gain legitimacy within their own heritage groups were also identified. Essentially the use of the vignettes facilitated in generating data that would have otherwise been challenging to elicit given the culturally sensitive as well as highly private nature of the phenomena under investigation. The application of vignettes provided a less intrusive and non-threatening way of obtaining perceptions, opinions, beliefs and attitudes based on responses or comments to stories depicting lived experiences of the participants that the researcher is otherwise not privy to as an observer. However, application of this data elicitation technique can prove challenging for the researcher. A critical analysis of the development, implementation and validity of vignettes as a research tool is extrapolated here within the setting of a heritage legitimacy study as an exemplar.

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“What About Me? I'm Not Like Chinese But I'm Not Like American”: Heritage-Language Learning and Identity of Mixed-Heritage Adults

Cited by 69 publications

References 32 publications

Self and Language Anxiety

Self and Language Anxiety

Linguistic and cultural identity of Indonesian Americans in The United States

Application of the Vignette Technique in a Qualitative Paradigm

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