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Author ORCID Identifier
https://orcid.org/0009-0001-0010-2811
AccessType
Campus-Only Access for One (1) Year
Document Type
dissertation
Degree Name
Doctor of Philosophy (PhD)
Degree Program
Education
Year Degree Awarded
2023
Month Degree Awarded
May
First Advisor
Maria Jose Botelho
Second Advisor
Theresa Austin
Third Advisor
Laura Valdiviezo
Fourth Advisor
Maria Kaliambou
Subject Categories
Education | Language and Literacy Education
Abstract
Over the past 15 years the field of heritage language learning and education has undergone significant growth and development, and though research on heritage language learning and heritage communities has primarily focused on K-12 community-based learning initiatives, the heritage language/culture experience is a life-long journey which takes on different meanings at different points in our lives (He, 2014). Opportunities for learning a heritage language and/or culture, specifically within higher education, are in fact limited, compelling students to actively seek out and create their own opportunities for exploration. Considering, also, that the college years are a formative period where students have the opportunity to (re)shape how they see themselves (Baxter Magolda, 2001, 2008a; 2008b; Evans et al., 2010; Kegan, 1994), looking at the ways in which students create their own assemblages of learning can expand our understanding on how heritage language/culture learning plays a role in the lives of these students. Drawing on poststructural theories of heritage (Smith, 2006; Van Deusen-Scholl, 2003), identity (Bhabha, 1994; Gee, 2000; Hall, 1990), translanguaging (García, 2009; García & Li Wei, 2014; Li Wei, 2018a), and posthumanist understandings of intra-action and entanglements (Barad, 2007), through a patchwork ethnography (Günel et al., 2020), this study aims to understand the ways in which college students curate and assemble their own heritage learning experiences and the new emergences and meanings produced from these experiences.
DOI
https://doi.org/10.7275/35084749
Recommended Citation
Felis, Margaret A., "Heritage Language Learning in College: (Performing)(Becoming)(Belonging) Through Assemblages" (2023). Doctoral Dissertations. 2810.
https://doi.org/10.7275/35084749
https://scholarworks.umass.edu/dissertations_2/2810