“…In this process, the students' diasporic life conditions are 'Heritage' Language Learning and Ethnic Identity captured and expressed through their own forms and contents of languages. Such language expressions, constructed while meandering through and struggling between different codes carrying different native language authorities (English and Korean), are paralleled with the identity formation processes of these students, thus constituting 'the third' or 'new' space emerged and hybridised from these different worlds (Chow, 1992). Rey Chow (1992:155) provides a good analogy for the self-expressions of people with hyphenated identities through her discussion of Hong Kong's self-writing and its vitalisation of the city's unique language.…”