Impact of Textbook on Chinese
Heritage Language Learners’ Identity Formation
Wu Xiaohui
Through critical
discourse analysis approach, this study discusses the functions of textbooks in
Chinese heritage language learning, cultural maintenance, and learners’
identity formation.
Critical discourse
analysis (CDA) is an analytical technique used to study the textual practice
and language use in social and cultural practices (Fairclough,
1992). This approach originated from three broad theoretical frameworks.
Firstly, it views that texts play constructive role in forming and shaping
individuals’ identities and actions, which is rooted in poststructuralism.
In addition, CDA comes from Bourdieu’s sociological concept
“cultural capital, which consists of symbolic forms of knowledge and
possessions. The textual content and interactions with texts thus become
symbolic forms of “cultural capital” with exchange value in particular social
fields. Furthermore, CDA was influenced by neo-Marxist cultural theory
supposition that certain discourses are produced and utilized within certain
political economic systems, and that they thus function to articulate certain
ideological interests and contribute to individual identity formation (Hall,
1996). In the context of Chinese heritage language school, CDA can be used to
examine how knowledge and identity are constructed across a range of texts.
Through detailed
analysis of several passages from the a series of textbooks Zhongwen (Mandarin Chinese
Language), which have been widely used by K-12 heritage language teachers in
the U.S., I found that the content of the textbooks plays significant roles in
Chinese heritage language learning, heritage culture maintenance, and identity
formation among Chinese heritage language learners. As a form of cultural
capital, these textbooks and the accompanied learning materials are valuable
assets for Chinese heritage language learners in their academic, social and
career success; and Chinese language schools function to facilitate the
formation of social capital with numerous resources embedded within the social
networks established in the school.
However, a critical analysis of the textbook also indicates that the
discourse within the textbooks serves political and ideological means for
Chinese government to impose certain norms, values, and ideology upon the
heritage language learners, which in turn causes the phenomenon of “identity
confusion” among the heritage language learners.
Therefore, this study
is important for heritage language teachers in planning and conducting
instructions. They should critically think about the discourse in the textbook
and the related pedagogical practices and outcomes of the practice. Teachers
are also suggested to encourage learners to critically think about the texts
rather than completely accepting everything written in the textbooks. For
textbook writers, they are suggested to take an objective stance in composing
the texts rather than aiming to impose certain political values or norms on the
learners.