Transformative identities in adult Chinese heritage language learners across spatio-temporal spaces: A narrative analysis

Research on the topic of heritage language (HL) learner identity has acknowledged the interconnection between HL learner identity and the motivation to learn HL. However, there has been a lack of dedicated analysis on how changes in motivation occur and how these changes are associated with identity construction. Therefore, this study aims to report on a narrative analysis of 16 adult Chinese HL (CHL) learners who attended Chinese language classes in a Hong Kong university. By narrating their experiences learning CHL from childhood to adulthood, the participants revealed a transformative identity shift from passive to active learners of Chinese. Specifically, the construction of transformative identities from passive to active learners occurred across different spatio-temporal spaces within the narratives. To analyze these participants' construction of selfhood and otherness in narrative discourse, Bemberg's (1997) positioning framework was employed as an analytical lens. The study examines how these learners transitioned from passive to active learners of Chinese in late adolescence or early adulthood, influenced by various sociocultural mediators, including peers, pop culture, and university Chinese language classes. The study reveals that changing self-awareness is closely linked to the CHL learners' motivational change. By shedding light on the transformative identity shift experienced by CHL learners, this study contributes to the literature on HL learner identity and motivation, and highlights the need for further research to examine the complex interplay between identity construction, motivation, and language learning. Copyright © 2023 The Eighth International Conference on Teaching Chinese as a Second Language.