Toward an Identity Theory of the Development of Chinese as a Heritage Language

TLDR

Chinese heritage language development is framed as a three‑dimensional process across time, space, and identity, where learners recontextualize the past, transform the present, and pre‑contextualize the future while integrating local and global communities. The study proposes an identity theory of CHL development to cultivate rooted world citizens who appreciate and are competent in Chinese language and culture. The theory draws on learner characteristics and insights from language socialization, second‑language acquisition, and conversation analysis to explain CHL development.

Abstract

This paper proposes an identity theory of Chinese as a Heritage Language (hereafter CHL) development, based on the characteristics of the Chinese as a Heritage Language learner and drawing insights from Language Socialization, Second Language Acquisition, and Conversation Analysis. It posits that CHL development takes place in a three-dimensional framework with intersecting planes of time, space, and identity. Temporally, CHL development recontextualizes the past, transforms the present and precontextualizes the future. As such, it fosters rooted world citizenry with appreciation of and competence in Chinese language and culture. Spatially, it transforms local, independent communities into global, interdependent communities. A learner’s CHL development depends on the degree to which s/he is able to find continuity and coherence in multiple communicative and social worlds in time and space and to develop hybrid, situated identities and stances.