scholarly journals Heritage Language Use, Maintenance and Transmission by Second-Generation Immigrants in Cyprus

2021 ◽  
Author(s):  
Sviatlana Karpava
Keyword(s):  
Cultural Identity ◽  
Collective Identity ◽  
Heritage Language ◽  
Language Use ◽  
Second Generation ◽  
Self Identity ◽  
Second Generation Immigrants ◽  
Hybrid Language ◽  
Mainstream Society ◽  
Socioeconomic Assimilation

There are both culturalist and structuralist approaches to the integration of the second-generation immigrants into mainstream society. These approaches focus on cultural, linguistic and socioeconomic assimilation. Successful societal membership is associated with psychosocial adaptation, hybrid identity, selective acculturation or biculturalism, which is an individual’s adjustment to new psychological and social conditions. Individual identity is related to the sense of belonging, integration and engagement in the current space. Self-identity is fluid and flexible; it comprises individual and collective identity, habitus or unconscious identity, agency and reflexivity, which is re-evaluated and adjusted throughout the life trajectory of a migrant and connected to citizenship and solidarity. This study investigated heritage language use, maintenance and transmission, as well as language and cultural identity and social inclusion of second-generation immigrants in Cyprus with various L1 backgrounds. The analysis of the data (e.g. questionnaires, interviews, focus group discussions, observations) showed that second-generation immigrants have a hybrid language and cultural identity, as well as multifarious perceptions regarding citizenship, inclusion and belonging. These immigrants try to assimilate to the target society, but at the same time they have a strong link with the community of residence, their L1 country and their heritage or home language. The participants also use mixed/multiple languages at home and elsewhere.

scholarly journals Linguistic and cultural identity of Indonesian Americans in The United States

2018 ◽  
Vol 8 (1) ◽  
Author(s):  
Anita Lie ◽  
Juliana Wijaya ◽  
Esther Kuntjara
Keyword(s):  
Cultural Identity ◽  
Community Involvement ◽  
Heritage Language ◽  
Language Use ◽  
The United States ◽  
Home Language ◽  
Community Factors ◽  
Language And Culture ◽  
Second Generation Immigrants ◽  
Depth Interviews

This article examines the second-generation immigrants in California and focuses on their language use and cultural identity as Indonesian-Americans. This study investigated to what extent home language use and community involvement influenced mastery of Indonesian heritage language and what factors affected the forming of cultural identity. Data were drawn from self-assessed Indonesian Oral Proficiency Questionnaire and in-depth interviews of sixteen Indonesian-Americans aged fifteen to early twenties.  Their parents were also interviewed as triangulation.  Results show that parents’ insistence in using Indonesian as home language and the youths’ investment in support community have enhanced the mastery of Indonesian heritage language.  Furthermore, exposure to the language and culture, investment, and community factors have affected the transformation of cultural identity.

Language and identity of migrants

2015 ◽  
Vol 5 (1) ◽  
pp. 176-193 ◽  
Author(s):  
Anna Ladilova
Keyword(s):  
Social Context ◽  
Empirical Study ◽  
Collective Memory ◽  
Identity Construction ◽  
Collective Identity ◽  
Heritage Language ◽  
Language Use ◽  
Language And Identity ◽  
Dominant Language ◽  
Wide Range

Collective identity construction as a discursive action is highly dependent on language use. Migration settings offer a wide range of linguistic repertoires to fall back upon in order to mark identity. While the ‘majority’ language is usually neutral in this sense, the use of the ‘minority’ or the heritage language, defined as a language “other than the dominant language (or languages) in a given social context” (Kelleher 2010, 1), can act as a specific means of identity construction. Moreover, the heritage language acts as a vehicle for transmission of collective memory which is also central in the process and will thus be discussed in this paper. These questions will be analysed by drawing on the results of an empirical study carried out in 2010 in Volga German communities in Argentina.

Voices from the Margin: Developing a Profile of Chinese Heritage Language Learners in the FL Classroom

2006 ◽  
Vol 4 (1) ◽  
pp. 29-46
Author(s):  
Heather Weger-Guntharp
Keyword(s):  
Language Learners ◽  
Home Environment ◽  
Heritage Language ◽  
Language Use ◽  
Home Language ◽  
Heritage Language Learners ◽  
Self Identity ◽  
First Semester ◽  
Classroom Activities ◽  
Chinese Heritage Language

While defining a heritage language (HL) learner is problematic, it is critical for how HL issues are framed. Underrepresented in the discussion are those learners who identify the HL as key to their development of self identity while having limited exposure to the HL in the home environment. This study investigates such students in the context of first semester Chinese classes at a U.S. university and draws on theories of motivation, HL learning, and social identity. Results suggest that a learner’s heritage is an important factor in that it affects the construction of a language learner’s identity and the coconstruction of motivation, and influences attitudes towards classroom activities. The study found that the complexity of individual backgrounds problematizes the identification of HL learners based on their home-language use or place of birth. Finally, the data reveal a HL learner classroom profile consisting of at least three interwoven components (self, teacher, and peer).

Voices from the Margin: Developing a Profile of Chinese Heritage Language Learners in the FL Classroom

2006 ◽  
Vol 4 (1) ◽  
pp. 29-46
Author(s):  
Heather Weger-Guntharp
Keyword(s):  
Language Learners ◽  
Home Environment ◽  
Heritage Language ◽  
Language Use ◽  
Home Language ◽  
Heritage Language Learners ◽  
Self Identity ◽  
First Semester ◽  
Classroom Activities ◽  
Chinese Heritage Language

While defining a heritage language (HL) learner is problematic, it is critical for how HL issues are framed. Underrepresented in the discussion are those learners who identify the HL as key to their development of self identity while having limited exposure to the HL in the home environment. This study investigates such students in the context of first semester Chinese classes at a U.S. university and draws on theories of motivation, HL learning, and social identity. Results suggest that a learner’s heritage is an important factor in that it affects the construction of a language learner’s identity and the coconstruction of motivation, and influences attitudes towards classroom activities. The study found that the complexity of individual backgrounds problematizes the identification of HL learners based on their home-language use or place of birth. Finally, the data reveal a HL learner classroom profile consisting of at least three interwoven components (self, teacher, and peer).

Voices from the Margin: Developing a Profile of Chinese Heritage Language Learners in the FL Classroom

2006 ◽  
Vol 4 (1) ◽  
pp. 29-46
Author(s):  
Heather Weger-Guntharp
Keyword(s):  
Language Learners ◽  
Home Environment ◽  
Heritage Language ◽  
Language Use ◽  
Home Language ◽  
Heritage Language Learners ◽  
Self Identity ◽  
First Semester ◽  
Classroom Activities ◽  
Chinese Heritage Language

While defining a heritage language (HL) learner is problematic, it is critical for how HL issues are framed. Underrepresented in the discussion are those learners who identify the HL as key to their development of self identity while having limited exposure to the HL in the home environment. This study investigates such students in the context of first semester Chinese classes at a U.S. university and draws on theories of motivation, HL learning, and social identity. Results suggest that a learner’s heritage is an important factor in that it affects the construction of a language learner’s identity and the coconstruction of motivation, and influences attitudes towards classroom activities. The study found that the complexity of individual backgrounds problematizes the identification of HL learners based on their home-language use or place of birth. Finally, the data reveal a HL learner classroom profile consisting of at least three interwoven components (self, teacher, and peer).

Voices from the Margin: Developing a Profile of Chinese Heritage Language Learners in the FL Classroom

2006 ◽  
Vol 4 (1) ◽  
pp. 29-46
Author(s):  
Heather Weger-Guntharp
Keyword(s):  
Language Learners ◽  
Home Environment ◽  
Heritage Language ◽  
Language Use ◽  
Home Language ◽  
Heritage Language Learners ◽  
Self Identity ◽  
First Semester ◽  
Classroom Activities ◽  
Chinese Heritage Language

While defining a heritage language (HL) learner is problematic, it is critical for how HL issues are framed. Underrepresented in the discussion are those learners who identify the HL as key to their development of self identity while having limited exposure to the HL in the home environment. This study investigates such students in the context of first semester Chinese classes at a U.S. university and draws on theories of motivation, HL learning, and social identity. Results suggest that a learner’s heritage is an important factor in that it affects the construction of a language learner’s identity and the coconstruction of motivation, and influences attitudes towards classroom activities. The study found that the complexity of individual backgrounds problematizes the identification of HL learners based on their home-language use or place of birth. Finally, the data reveal a HL learner classroom profile consisting of at least three interwoven components (self, teacher, and peer).

Voices from the Margin: Developing a Profile of Chinese Heritage Language Learners in the FL Classroom

2006 ◽  
Vol 4 (1) ◽  
pp. 29-46 ◽  
Author(s):  
Heather Weger-Guntharp
Keyword(s):  
Language Learners ◽  
Home Environment ◽  
Heritage Language ◽  
Language Use ◽  
Home Language ◽  
Heritage Language Learners ◽  
Self Identity ◽  
First Semester ◽  
Classroom Activities ◽  
Chinese Heritage Language

While defining a heritage language (HL) learner is problematic, it is critical for how HL issues are framed. Underrepresented in the discussion are those learners who identify the HL as key to their development of self identity while having limited exposure to the HL in the home environment. This study investigates such students in the context of first semester Chinese classes at a U.S. university and draws on theories of motivation, HL learning, and social identity. Results suggest that a learner’s heritage is an important factor in that it affects the construction of a language learner’s identity and the coconstruction of motivation, and influences attitudes towards classroom activities. The study found that the complexity of individual backgrounds problematizes the identification of HL learners based on their home-language use or place of birth. Finally, the data reveal a HL learner classroom profile consisting of at least three interwoven components (self, teacher, and peer).

scholarly journals Dual Embeddedness and Entrepreneurial Activities of Second-Generation Ethnic Entrepreneurs: Multiple Case Studies with Vietnamese Entrepreneurs in Germany

2020 ◽  
Vol 6 (1) ◽  
pp. 84-113 ◽  
Author(s):  
Cat-My Dang ◽  
Aki Harima
Keyword(s):  
Second Generation ◽  
Dual Identity ◽  
Qualitative Research Design ◽  
Second Generation Immigrants ◽  
Ethnic Entrepreneurs ◽  
Multiple Case ◽  
Multiple Case Studies ◽  
Mainstream Society ◽  
Entrepreneurial Activities ◽  
Resource Mobilisation

This article explores mutual relationships between embeddedness and second-generation ethnic entrepreneurs. We apply an exploratory and inductive qualitative research design to investigate how a dual embeddedness of second-generation immigrants in the ethnic community and in mainstream society influence their entrepreneurial activities and vice versa. Based on multiple cases studies of Vietnamese second-generation ethnic entrepreneurs, we identify four causal relations between embeddedness and entrepreneurial activities: (a) resource mobilisation; (b) formation of entrepreneurial motivation; (c) feedback effect on embeddedness and (d) re-formation of dual identity. This research contributes to the research on ethnic entrepreneurship by showing novel causalities between socio-psychological factors and entrepreneurial activities of second-generation entrepreneurs.

scholarly journals The Cultural Negotiation: A Shift of Paradigm between First and Second Generation Immigrants in Lahiri’s The Namesake

2018 ◽  
Vol 1 (1) ◽  
pp. 88-98
Author(s):  
Nagendra Bahadur Bhandari
Keyword(s):  
Cultural Identity ◽  
Sense Of Belonging ◽  
Second Generation ◽  
Theoretical Concepts ◽  
Host Culture ◽  
Cultural Negotiation ◽  
Second Generation Immigrants ◽  
Two Generations ◽  
Cultural Spaces ◽  
First And Second Generation

Jhumpa Lahiri’s The Namesake explores the cultural negotiation of first and second generation Indian immigrants in America. They oscillate between two cultural spaces i.e. Indian and American searching cultural identity. This study makes an attempt to analyze the paradigm shift between the first and second generations in their cultural negotiation. Their experience of identity crisis, the process of assimilation in the host culture, the deculturation and acculturation processes, the reactions to the discriminatory practices and sense of belonging are examined. They are analyzed by using the theoretical concepts of Hall’s cultural identity and Bhabha’s third space. The cultural negotiation experienced by these two generations in diasporic hybrid cultural space renders fluid and unstable cultural identity. However, the differing approaches adopted by these two generations in their cultural negotiation results in diverse experiences.

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