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Volume 8, Issue 2
  • ISSN 2405-5522
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Abstract

Abstract

Focusing on four Chinese heritage speakers seeking internships while studying in China, this ethnographic multi-case study reveals how their linguistic ideologies can shape their life and work abroad. Drawing upon the theory of language ideology, findings show that heritage speakers were perceived as model Chinese speakers in the classroom, and their bilingual upbringing was also considered an asset by Chinese multinational companies. While the bilingual identity afforded them initial access to internship opportunities, in the workplace they were assigned language tasks (e.g., translation) rather than responsibilities aligned with their academic training. As this distribution of labor foregrounds heritage speakers’ bilingual identity, it places them into the peripheral role as language service providers in the corporate realm. By describing these perplexing experiences, our results provide a more nuanced understanding of heritage speakers’ experiences abroad and unpack the linguistic expectations and implications for those who seek internships while studying abroad.

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2023-10-05
2024-09-19

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Chinese heritage speakers as language brokers in internship abroad
Study Abroad Research in Second Language Acquisition and International Education 8, 291 (2023); https://doi.org/10.1075/sar.22004.wan
/content/journals/10.1075/sar.22004.wan
/content/journals/10.1075/sar.22004.wan
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  • Article Type: Research Article
Keyword(s): Chinese; heritage speakers; identity; internship; language ideology; study abroad

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