Contesting 'Language' as 'Heritage': Negotiation of Identities in Late Modernity

Blackledge, Adrian; Creese, Angela; Baraç, Taşkın; Bhatt, Arvind; Hamid, Shahela; Wei, Li; Lytra, Vally; Martin, Peter W.; Wu, Chao‐Jung; Yağcıoğlu, Dilek

doi:10.1093/applin/amn024

Cited by 150 publications

(42 citation statements)

References 3 publications

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“…Learners' self-positioning in relation to society, not just immediate communities but also imagined communities across space and time, affects their motivational investment and participation in the L2 settings, and constrains or enables their learning behaviors (Norton and McKinney 2011;Ushioda 2012). The central role of identity in L2 acquisition has been repeatedly confirmed by research evidence from multilingual, foreign language, and study abroad contexts (Blackledge et al 2008;Menard-Warwick 2009;Norton 2001).…”

Section: Introductionmentioning

confidence: 84%

Bicultural orientation and Chinese language learning among South Asian ethnic minority students in Hong Kong

Lai

Gao

Qiu

2014

International Journal of Bilingual Education and Bilingualism

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Understanding the value of monocultural acculturation orientation to the host culture (assimilation) and bicultural acculturation orientation (integration) for language learning is critical in guiding educational policy and practices for immigrant students. This study aimed to enhance our understanding on the relationship between acculturation orientation and second language (L2) learning. It generated two conceptual models to describe how cultural identification affects language learning as hypothesized in different theories on identity and L2 learning and tested these two hypothesized models in the immigration context of Hong Kong. A survey was conducted among a group of senior high school South Asian minority students on their learning of the language of the host culture, Chinese, to provide the basis for comparison. It was found that the students mainly adopted the bicultural/integration orientation and that bicultural orientation was the optimal acculturation orientation for learning Chinese. Bicultural orientation influenced the participants' Chinese language learning outcome through impacting psychosocial well-being and engagement with the target language and community. The findings suggest that we need to take both linguistic and psychosocial adjustment factors into consideration when conceptualizing the role of identity in L2 learning. Furthermore, this study cautions us against a context-independent stance toward the utility of assimilation for language learning.

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Section: Introductionmentioning

confidence: 84%

Bicultural orientation and Chinese language learning among South Asian ethnic minority students in Hong Kong

Lai

Gao

Qiu

2014

International Journal of Bilingual Education and Bilingualism

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“…This is not what we is seen in the classroom: we seethe data show young people trying to make sense of the world around them, drawing on what they know and using language, objects and gesture to mediate the discursive positionings that are available to them (see e.g. Pavlenko and Blackledge 2004;Blackledge et al 2008, Rampton 2006). This, though, is concordant with the concept of localisation: Finally, this interpretation of local practice moves beyond the essentialism of linking different ethnic groups or national origins with specific learning styles or educational practices.…”

Section: Historicised Trajectories Contact and Local Practicementioning

confidence: 94%

Local practice, translocal people: conflicting identities in the multilingual classroom

Sharples

2017

Language and Education

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Increasing rates of migration to the global West are focusing attention on the experiences of young migrants in schools. Too often, these young people are identified in terms of linguistic deficiency , but and this obscures the skills, experiences and expectations of formal education that they have developed before or during their migration. This article focuses on one learner, 'George', and shows how he adapts his experience of learning in Ethiopia to his new school in London, UK. The data are drawn from a broader ethnographic study of young migrants in one South London school, using extensive participant observation and interviews to argue that the challenges he faces are more related to differing expectations of schooling than they are to a lack of English-language skills. Theoretically, this paper uses Pennycook's (2010) notion of 'local practice' to show how young migrants are constantly adapting (or 'relocalising') their expectations of how schools and teachers should behave to make sense of how they do. It further introduces the notion of 'trajectory' to historicise classroom learning, an analytical approach that places situated, local performances of sameness and difference on a broader migration trajectory.

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“…Any substantial or systematic reproduction, redistribution, reselling, loan, sub-licensing, systematic supply, or distribution in any form to anyone is expressly forbidden. Terms & Language education has investigated the formation of identities along multiple dimensions, including national identity (Feng, 2009;Heller, 1999;Kanno, 2000aKanno, , 2003, cultural identity (Curdt-Christiansen, 2008;Kanno, 2000b), heritage/minority identity (Blackledge & Creese, 2008;Freeman, 1998;He, 2004;Jaffe, 2003aJaffe, , 2003bLo-Philip, 2010), and cosmopolitan or global citizenship identity (Dagenais, 2003;Jackson, 2011;Starkey, 2007). Such formations, of course, do not result in mass-produced subjects with homogeneous identities.…”

Section: Please Scroll Down For Articlementioning

confidence: 99%

Imagining Self: Diversity of Bilingual Identity Among Students of an Enrichment

Lo-Philip

Park

2015

Journal of Language, Identity & Education

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Contesting 'Language' as 'Heritage': Negotiation of Identities in Late Modernity

Cited by 150 publications

References 3 publications

Bicultural orientation and Chinese language learning among South Asian ethnic minority students in Hong Kong

Bicultural orientation and Chinese language learning among South Asian ethnic minority students in Hong Kong

Local practice, translocal people: conflicting identities in the multilingual classroom

Imagining Self: Diversity of Bilingual Identity Among Students of an Enrichment

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