Constructing identities and negotiating ideologies with Chinese popular culture in adult Mandarin learning

Abstract

AbstractDespite the emergence of Chinese as a global language, little research has been done to explore how learners of Chinese as an Additional Language (CAL), and Mandarin specifically, utilize semiotic resources in Chinese popular culture to negotiate their own and others’ language ideologies and identities. This study argues that popular culture is a rich site for ideological and identity work in which four sorts of questions can be explored: (1) Which language(s)? (2) Whose language? (3) Which texts and discourses? (4) What social implications? Employing this framework, this study draws on three focal adult participants’ reported experiences of engaging with Chinese popular culture as a means of improving their Mandarin proficiency. We discuss such themes as gender and heritage learner identity, and political ideologies and dispositions arising from the study. We conclude, briefly, with some implications for Chinese language education and for future research on this topic.