Although an abundance of works have addressed immigrants' experiences of learning English as Second Language (ESL), there is lack of scholarly attention on how young immigrants explore multiple identities through heritage language. Furthermore, little attention is given to how heritage language contributes to the ethnic identity development process, although some scholars have addressed language learning and identity construction in the heritage language school (He, 2004, 2005). This dissertation explores the role of heritage language in the process of ethnic revitalization for 6 second-generation Chinese American adolescents in Upstate New York. It also looks at how this dynamic identity construction contributes to various patterns of language use and language learning. From a language socialization perspective, my ethnographic case studies examine how they are socialized in and through the individual network of linguistic contacts (INLC) (Landry and Allard, 1992).Ni zhe shi gou yao Lvdongbin, bu shi hao ren xin You this COP dog bite Lvdongbing NEG recognize good person heart aquot;You are unable to recognize othersa#39; good intentions, just as the dog bites Lvdongbin who is a good guy.
|Title||:||A Language Socialization Approach to the Interplay of Ethnic Revitalization and Heritage Language Learning---case Studies of Chinese American Adolescents|
|Publisher||:||ProQuest - 2007|