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“I had the best of both worlds” : Transnational sense of belonging-Second-generation Korean Americans’ heritage language learning journey / Ahrum Jeon
// Language and Education Volume 34, 2020 - Issue 6 United Kingdom : Routledge, 2020p. 553-565 This study explores how a transnational sense of belonging is constructed within and through heritage language (HL) learning among second-generation Korean American adults throughout their life trajectories. Drawing from eight semi-structured interviews, I show how engaging in HL learning has situated these individuals within transnational social fields, where they, as children of immigrants, were consistently invited through the learning and use of HL to revisit an imagined Koreanness. From being forced speakers of an HL to being willing and inclined to speak it, my participants started to pursue a transnational sense of belonging as a response to the impossibility of being a full American. Findings from this study suggest that their HL learning trajectories, characterized by care and support from the wider immigrant communities, enabled them to become attuned to the broader transnational community while rearticulating belonging from both worlds. This study challenges the notion of transnational connection as a one-generation phenomenon and highlights the need for longitudinal research that can provide us with vital insights into the continuities of second-generation immigrants’ transnational connections.
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Fixity and fluidity in two heritage language learners’ identity narratives / Eiko Gyogi
// Language and Education Volume 34, 2020 - Issue 4 UK Limited : Routledge, 2020Pages 328-344 This paper draws on identity narratives that were collected annually over a four-year period from two heritage language learners of Japanese at a U.K. university. This paper observes how ‘fixity’ (discreteness, static and fixed identities) and ‘fluidity’ (hybridity; creative and flexible identities) co-exist with each other in learners’ conceptualization of themselves and their cultural affiliations. The findings of this study indicate a high degree of complexity and flux within the identities of these learners, enabling them to shift between fixed and fluid conceptualizations of themselves. One student deliberates the association between her nationality and personal identity, while also expressing fixed views on what it means to be Japanese on other occasions. The other student uses ‘fixed’ categories such as ‘foreigner’ in a fluid way to construct the self-image(s) that suit his varied purposes. The article concludes with research and pedagogical implications for conducting research on the identity of heritage language learners.
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