Student Ethnic Identity and Language Behaviors in the Chinese Heritage Language Classroom
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| Language: | English |
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The Ohio State University / OhioLINK
2016
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| Online Access: | http://rave.ohiolink.edu/etdc/view?acc_num=osu1462865990 |
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ndltd-OhioLink-oai-etd.ohiolink.edu-osu1462865990 |
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oai_dc |
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NDLTD |
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English |
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Asian American Studies Bilingual Education Communication Language heritage language ethnic identity language ideology ideological becoming language behavior language choice code-switching convergence divergence accommodation other-correction Chinese Taiwanese bilingual education |
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Asian American Studies Bilingual Education Communication Language heritage language ethnic identity language ideology ideological becoming language behavior language choice code-switching convergence divergence accommodation other-correction Chinese Taiwanese bilingual education Yang, Chun-Ting Student Ethnic Identity and Language Behaviors in the Chinese Heritage Language Classroom |
| author |
Yang, Chun-Ting |
| author_facet |
Yang, Chun-Ting |
| author_sort |
Yang, Chun-Ting |
| title |
Student Ethnic Identity and Language Behaviors in the Chinese Heritage Language Classroom |
| title_short |
Student Ethnic Identity and Language Behaviors in the Chinese Heritage Language Classroom |
| title_full |
Student Ethnic Identity and Language Behaviors in the Chinese Heritage Language Classroom |
| title_fullStr |
Student Ethnic Identity and Language Behaviors in the Chinese Heritage Language Classroom |
| title_full_unstemmed |
Student Ethnic Identity and Language Behaviors in the Chinese Heritage Language Classroom |
| title_sort |
student ethnic identity and language behaviors in the chinese heritage language classroom |
| publisher |
The Ohio State University / OhioLINK |
| publishDate |
2016 |
| url |
http://rave.ohiolink.edu/etdc/view?acc_num=osu1462865990 |
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AT yangchunting studentethnicidentityandlanguagebehaviorsinthechineseheritagelanguageclassroom |
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1719440235743412224 |
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ndltd-OhioLink-oai-etd.ohiolink.edu-osu14628659902021-08-03T06:36:38Z Student Ethnic Identity and Language Behaviors in the Chinese Heritage Language Classroom Yang, Chun-Ting Asian American Studies Bilingual Education Communication Language heritage language ethnic identity language ideology ideological becoming language behavior language choice code-switching convergence divergence accommodation other-correction Chinese Taiwanese bilingual education Recent decades have seen growing importance placed on research in heritage languages in the United States as a result of the increasing number of immigrants whose mother tongue is not English. Despite the rapid increase of the number of people who speak the Chinese language in the United States, research on Chinese heritage language education has received little attention. This ethnographic study was thus carried out at a Chinese heritage language school in a Midwestern U.S. city. Two classes of twenty-one eighth and ninth graders participated in the study, involving two Taiwanese immigrant teachers and four focal students. Data collection took place about six months through semi-structured interviews with four focal students and two teachers, participant observation, and audio-recordings of classroom discourse.The aim of this thesis is threefold. First, in Chapter 4, I examine what stage of ethnic identity development the four focal students may be at. Second, in Chapter 5, I explore how the four focal students perform their uncooperative language behaviors in the IRF pattern, how they other-correct their teacher’s English in the student-initiated IRFs, and how they express convergent (accommodative) and divergent language behaviors through code-switching. Third, I investigate the relationship between language ideology and ethnic identity as well as the link between their language behaviors and their self-identification and language ideologies.In Chapter 4, the findings show that Arthur, Paul, and Jack seem to be at Stage 2 - Ethnic Ambivalence / Evasion (EAE), and Bill appears to be between Stage 2 and Stage 3 – Ethnic Emergence. In Chapter 5, the results indicate that the students expressed uncooperative language behaviors; it seems that they “miscommunicate” and try to be “bad” communicators (Ladegaard, 2009, p. 650). Their corrective actions can be regarded as a favor from the native speakers (Paul and Jack) to the nonnative speaker (the teacher Lily). Additionally, when arguing with their teacher, they used both strategies of convergence and divergence to show their resistance to learning and speaking Mandarin Chinese.The findings support the conclusions that language ideology may be connected to ethnic identity. The students’ language ideologies may reflect how they are aware of their heritage language and ethnic group. Their self-identification and language ideologies also appear to affect their language behaviors. For instance, in Chapter 4, Arthur expressed his ideological resistance to studying Mandarin Chinese, which may cause him to display uncooperative language behaviors in the classroom. As native English speakers, Paul and Jack other-corrected their teacher’s nonnative English in an attempt to offer a friendly help, and simultaneously, their American identity is embedded in the corrections, echoing their ideological affiliation with English. Through code-switching, Arthur and Bill used both strategies of convergence and divergence to show their resistance to learning and speaking Mandarin Chinese. They also converged toward the language preference of their teacher and accommodated toward her ingroup language – Mandarin Chinese and Taiwanese. As a result, their group identities are fluid and group memberships are negotiated during an interaction through the processes of convergence and divergence. 2016-09-01 English text The Ohio State University / OhioLINK http://rave.ohiolink.edu/etdc/view?acc_num=osu1462865990 http://rave.ohiolink.edu/etdc/view?acc_num=osu1462865990 unrestricted This thesis or dissertation is protected by copyright: all rights reserved. It may not be copied or redistributed beyond the terms of applicable copyright laws. |