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Student Ethnic Identity and Heritage Language Ideologies at a Chinese Saturday School

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Title: Student Ethnic Identity and Heritage Language Ideologies at a Chinese Saturday School
Language: English
Authors: Chun-Ting Yang (ORCID 0000-0002-7677-7786)
Source: International Journal of Bilingual Education and Bilingualism. 2024 27(2):253-267.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 15
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Grade 8
Junior High Schools
Middle Schools
Secondary Education
Grade 9
High Schools
Descriptors: Mandarin Chinese, Grade 8, Grade 9, Native Language Instruction, Ideology, Ethnicity, Social Influences, Self Concept, Native Language, Student Attitudes, Immigrants, Foreign Countries, Weekend Programs
Geographic Terms: Ohio (Columbus), Taiwan, Hong Kong, China
DOI: 10.1080/13670050.2023.2166395
ISSN: 1367-0050
1747-7522
Abstract: This article focuses on the role of language ideology in four students' ethnic identity during one stage. I employ Bakhtin's concepts of ideological becoming, and of authoritative and internally persuasive discourse to explore how the student participants are conscious of language and social worlds, including their heritage language and ethnic group. The data collection in this study took place through semi-structured interviews with four eighth and ninth graders at a Chinese heritage language school in the USA. Based on Tse's (1998a) ethnic identity development model, three student participants, Arthur, Paul, and Jack, appear to be at Stage 2. However, they express no ideological inheritance: Mandarin Chinese is not my heritage language, which does not fall anywhere along this 'continuum' of Stage 2, Ethnic Ambivalence/Evasion, in Tse's model. Tse (1997) examined the possible links between ethnic identity and language attitude, but Bakhtin's concepts may provide a more in-depth analysis of the four students' ethnic identity development. These findings also imply that the Chinese school should provide more opportunities for immigrant students to be exposed to their heritage language and culture, which can help them find connections to the culture and Mandarin Chinese.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1406746
Database: ERIC
FullText Text:
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IllustrationInfo
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  Label: Title
  Group: Ti
  Data: Student Ethnic Identity and Heritage Language Ideologies at a Chinese Saturday School
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  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Chun-Ting+Yang%22">Chun-Ting Yang</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-7677-7786">0000-0002-7677-7786</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Bilingual+Education+and+Bilingualism%22"><i>International Journal of Bilingual Education and Bilingualism</i></searchLink>. 2024 27(2):253-267.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
– Name: PeerReviewed
  Label: Peer Reviewed
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  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 15
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2024
– Name: TypeDocument
  Label: Document Type
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  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+8%22">Grade 8</searchLink><br /><searchLink fieldCode="EL" term="%22Junior+High+Schools%22">Junior High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+9%22">Grade 9</searchLink><br /><searchLink fieldCode="EL" term="%22High+Schools%22">High Schools</searchLink>
– Name: Subject
  Label: Descriptors
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  Data: <searchLink fieldCode="DE" term="%22Mandarin+Chinese%22">Mandarin Chinese</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+8%22">Grade 8</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+9%22">Grade 9</searchLink><br /><searchLink fieldCode="DE" term="%22Native+Language+Instruction%22">Native Language Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Ideology%22">Ideology</searchLink><br /><searchLink fieldCode="DE" term="%22Ethnicity%22">Ethnicity</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Influences%22">Social Influences</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Concept%22">Self Concept</searchLink><br /><searchLink fieldCode="DE" term="%22Native+Language%22">Native Language</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Immigrants%22">Immigrants</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Weekend+Programs%22">Weekend Programs</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Ohio+%28Columbus%29%22">Ohio (Columbus)</searchLink><br /><searchLink fieldCode="DE" term="%22Taiwan%22">Taiwan</searchLink><br /><searchLink fieldCode="DE" term="%22Hong+Kong%22">Hong Kong</searchLink><br /><searchLink fieldCode="DE" term="%22China%22">China</searchLink>
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  Group: ID
  Data: 10.1080/13670050.2023.2166395
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1367-0050<br />1747-7522
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This article focuses on the role of language ideology in four students' ethnic identity during one stage. I employ Bakhtin's concepts of ideological becoming, and of authoritative and internally persuasive discourse to explore how the student participants are conscious of language and social worlds, including their heritage language and ethnic group. The data collection in this study took place through semi-structured interviews with four eighth and ninth graders at a Chinese heritage language school in the USA. Based on Tse's (1998a) ethnic identity development model, three student participants, Arthur, Paul, and Jack, appear to be at Stage 2. However, they express no ideological inheritance: Mandarin Chinese is not my heritage language, which does not fall anywhere along this 'continuum' of Stage 2, Ethnic Ambivalence/Evasion, in Tse's model. Tse (1997) examined the possible links between ethnic identity and language attitude, but Bakhtin's concepts may provide a more in-depth analysis of the four students' ethnic identity development. These findings also imply that the Chinese school should provide more opportunities for immigrant students to be exposed to their heritage language and culture, which can help them find connections to the culture and Mandarin Chinese.
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  Data: As Provided
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  Data: 2024
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  Label: Accession Number
  Group: ID
  Data: EJ1406746
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        Value: 10.1080/13670050.2023.2166395
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 15
        StartPage: 253
    Subjects:
      – SubjectFull: Mandarin Chinese
        Type: general
      – SubjectFull: Grade 8
        Type: general
      – SubjectFull: Grade 9
        Type: general
      – SubjectFull: Native Language Instruction
        Type: general
      – SubjectFull: Ideology
        Type: general
      – SubjectFull: Ethnicity
        Type: general
      – SubjectFull: Social Influences
        Type: general
      – SubjectFull: Self Concept
        Type: general
      – SubjectFull: Native Language
        Type: general
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Immigrants
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Weekend Programs
        Type: general
      – SubjectFull: Ohio (Columbus)
        Type: general
      – SubjectFull: Taiwan
        Type: general
      – SubjectFull: Hong Kong
        Type: general
      – SubjectFull: China
        Type: general
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      – TitleFull: Student Ethnic Identity and Heritage Language Ideologies at a Chinese Saturday School
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              Value: 27
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