2024 Theses Doctoral

Developing Chinese Language in the U.S.: Immigrant Chinese Families' Experiences and Opinions

Wei, Xiaoyi

With 3.5 million Chinese language speakers in the U.S. as reported by Zeigler & Camarota (2019), the dynamics of retaining, diminishing, or enhancing Chinese language proficiency within American society have been a focal point of research (Liang, 2020; Liao & Larke, 2008; Zhang, 2010). This phenomenon, when viewed through a wider historical and social lens, mirrors the experiences of other minority languages and communities facing language attrition and cultural assimilation. Notably, there is a notable gap in literature that celebrates the dedication, endeavors, and optimism towards the preservation, growth, or resurgence of the Chinese language. This gap contributes to reinforcing the dominance of the English language, the normalization of monolingualism, and Eurocentric perspectives. Additionally, research exploring how the evolution of the Chinese language interacts with the identity formation of second-generation Chinese American children—especially against the backdrop of China's rising global influence and the surge in anti-Asian/Chinese sentiment during and post-COVID-19—remains insufficient.

The purpose of this study is to document and explore how a group of Chinese immigrant families with first-generation parents and second-generation children experience the maintenance and development of Chinese language in the U.S. and how they perceive the meaning of their effort and commitment, particularly in light of China's growing global presence and the increase in anti-Asian/Chinese sentiment amid and following the COVID-19 pandemic.

Bringing together Chinese Heritage Language development theory (He, 2006) and AsianCrit framework (Museus & Iftikar, 2013) and inspired by translanguaging (García & Wei, 2015; Wei, 2018) and multimodality lenses (Kress, 2010), this study used ethnographic and multimodal approaches. Especially, innovative, child-friendly methods were adopted for including even the youngest members of the group in my study. The study concludes by highlighting the significant impact of the Let's Chinese workshops, an informal, parent-led Chinese heritage program, on the curriculum and pedagogical approaches related to Chinese language, culture, and identity construction.

It also showcases the diverse strategies employed by first-generation parents in their efforts to maintain and develop Chinese heritage language, their thoughts on the interplay between language, identity, and resistance to racial discrimination, and how the ideology of monolingualism influences their views and approaches. Additionally, the research sheds light on the active role of second-generation children in navigating their heritage language and culture learning, underscoring their agency in shaping their identity understanding and construction.