Chapter 11. Chinese language learning by adolescents and young adults in the Chinese diaspora
Issues connected with motivation, ethnicity, and identity among adolescent and young adult heritage language learners are the subject of a growing amount of research in diaspora communities. However, until recently, this research has tended to be quantitative, and the constructs were theorized and operationalized in a categorical or essentialist manner. This chapter aims to (1) describe some of the changes in theory that are relevant to Chinese heritage language (CHL) learning, seeing it as a much more dynamic, multilingual, nonlinear, and contingent process; (2) review recent research examining these socio-affective factors among CHL learners; (3) present a study on the longitudinal trajectories, motivations, and identities of four individuals learning CHL in a Western Canadian university program; and (4) consider implications of this work for improving curriculum, pedagogy, learning materials, and policies.