首页>
外文学位
>A language socialization approach to the interplay of ethnic revitalization and heritage language learning---case studies of Chinese American adolescents.
【24h】
A language socialization approach to the interplay of ethnic revitalization and heritage language learning---case studies of Chinese American adolescents.
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).; Since there are three kinds of contacts in which the INLC is established: educational support, interpersonal contacts, and media-based contacts, I have paid special attention to how different INLC contribute to individual's identity formation that in turn gives rise to different routes of language development. My findings demonstrate that there is a possibility of transformation of one's ethnic identity from a weak to a strong one, but this process is not automatic nor does it happen for everyone (Gay, 1985; Kim, 2001). Learning and use of heritage language does facilitate that process, which in turn feeds back to one's linguistic behavior. In other words, it is the youngsters' consistent learning and use of Chinese that enables them to be socialized in various contexts, which helps to establish ethnic belongingness; on the other hand, their strong ethnic identifications incline them to certain phenomenological experience, which in turn facilitates their learning and use of Chinese. However, learning and use of heritage language does not necessarily lead to homogeneous ethnic identity. By interacting within different social networks across time and space, immigrant children may display different relationships to their ethnic group and different senses of being a minority (Jo, 2002). Thus, Chinese American youngsters can be located on a continuum of "Chineseness" and "Americanness".
展开▼
机译：尽管有大量的著作解决了移民学习英语作为第二语言（ESL）的经历，但学术界对年轻移民如何通过传统语言探索多种身份的研究缺乏关注。此外，尽管一些学者已经讨论过遗产语言学校的语言学习和身份建构问题，但很少有人关注遗产语言对民族身份发展过程的贡献（He，2004，2005）。本文探讨了遗产语言在纽约州北部的6个第二代美国华裔青少年的民族复兴过程中的作用。它还探讨了这种动态身份构造如何促进语言使用和语言学习的各种模式。从语言社会化的角度来看，我的人种学案例研究考察了它们如何在语言联系的个人网络（INLC）中和通过个人网络进行社会化（Landry and Allard，1992）。由于建立了INLC的三种联系方式：教育支持，人际联系和基于媒体的联系，我特别注意了不同的INLC如何影响个人的身份形成，进而导致了不同的语言途径发展。我的发现表明，有可能将一个民族的身份从一个弱者转变为一个强者，但是这个过程不是自动的，也不是每个人都会发生的（Gay，1985； Kim，2001）。学习和使用传统语言确实促进了这一过程，反过来又反馈了一个人的语言行为。换句话说，正是青少年不断学习和使用汉语使他们能够在各种情况下进行社交，从而有助于建立种族归属感；另一方面，他们强烈的族裔认同使他们倾向于某些现象学的经验，这反过来又促进了他们对汉语的学习和使用。但是，学习和使用传统语言并不一定会导致同质的民族认同。通过跨时空在不同的社交网络中互动，移民儿童可能表现出与他们的族裔不同的关系以及对少数群体的不同认识（Jo，2002）。因此，华裔美国青少年可以位于“中国性”和“美国性”的连续体上。
展开▼
