Identity and Investment of Chinese Heritage Language Learners in Australian Higher Education

Abstract

The growing number of Chinese heritage language learners (CHLLs) in Chinese language classrooms at North American and Australian universities has compelled some institutions to offer special classes for them that generally aim to accelerate their literacy development. However, despite these custom efforts, high rates of student attrition pose significant challenges for educators, underscoring the need for a more holistic understanding of the learning experiences and commitments of CHLLs. With this improved understanding, better strategies can be formulated that are tailored to support student long-term enrolment and language development. Limited sociocultural research has explored the identities and lived experiences of CHLLs in specialised classes. This classroom-based qualitative study remedies this by using an identity approach to language learning. It investigates the identities of CHLLs and their investment in Chinese language learning, and focuses on the interplay between their heritage, capital, and ideologies within an Australian university context. Using a multi-method qualitative design, data are collected through classroom observations, interviews, descriptive questionnaires, student journals, and various documents and artefacts. Seventeen CHLLs and their teacher participated in this research. Data reveal that CHLLs engage in heterogeneous processes of identity formation, with their investment in Chinese language not necessarily related to strengthening their heritage connections. Instead, CHLLs seek varied forms of capital linked to their multifaceted identities. Furthermore, their dynamic investment in Chinese learning emerges from the ongoing negotiation of identities, capital, and ideologies throughout their learning trajectories. Results and their interpretation contribute to a deeper knowledge of CHLLs in Australian higher education and improve understanding of heritage language acquisition. Additionally, empirical evidence is provided to verify and extend Norton and Darvin’s theories on language learning, and practical recommendations for curriculum design and pedagogy are proposed. These suggestions aim to create more inclusive, equitable, and engaging learning environments for CHLLs.