Date of Award
2024
Degree Type
Dissertation
Degree Name
Doctor of Philosophy in Education
Department
Education
First Advisor
Wayne He
Abstract
Although the United States has a population with diverse linguistic and cultural backgrounds, multilingual education has been greatly influenced by monolingual and raciolinguistic ideologies (Flores & Rosa, 2019; García, 2014; Ruiz, 1984). With world language enrollment continuing to decline (Lusin et al., 2023), investigation of the lived experiences of diverse groups of multilingual learners (MLLs) would help to understand language learning from a sociocultural perspective, and better support multilingual education and planning. The purpose of this qualitative study was to explore the Chinese learning experiences of native English multilingual students studying Chinese at a U.S. public university language program. The two research questions addressed were: what are the lived experiences of MLLs studying Chinese in a United States Chinese language program? And how, if at all, do MLLs of Chinese perceive and make meaning of their identities through learning Chinese? Translanguaging and identity theory served as the theoretical frameworks that guided this study.
A phenomenological approach, incorporating Participant-Generated Visual Methods (Kortegast et. al, 2019) and Seidman’s (2006) three-interview structure, was employed to explore the Chinese learning experiences of MLLs. The study involved a series of two individual interviews and two focus groups. The initial individual interview delved into each participant’s life histories and experiences related to the two research questions. The second photo elicitation interview concentrated on discussing the details participants illustrated through images. The focus groups provided opportunities for participants to reflect on the meaning of their Chinese learning experiences and engage in member checking. All interviews and focus group sessions were recorded, transcribed, and translated. An inductive thematic analysis (Braun & Clarke; 2006) was adopted to analyze the data and develop themes.
Five major themes emerged relating to the two research questions: reasons to start Chinese, living Chinese, building relationships, challenges, and identity. The findings highlighted the multifaceted nature of multilingual students’ Chinese learning experiences, encompassing living the Chinese language and culture, interacting with diverse communities, and overcoming various challenges. Participants subjectively made meaning from their Chinese learning journeys, contributing to the construction of new identities. These insights inform recommendations for future research and offer valuable guidance for stakeholders, including higher education administrators, language programs, and faculty.
Recommended Citation
Cai, Jiangping, "TRANSLANGUAGING THROUGH EXPERIENCING: THE LIVED EXPERIENCES OF MULTILINGUAL LEARNERS STUDYING CHINESE" (2024). Open Access Dissertations. Paper 1633.
https://digitalcommons.uri.edu/oa_diss/1633