ScholarWorks@성균관대학교

초록

This study explores the identity formation of Korean-Chinese adolescents using Norton's identity theory. A narrative analysis of three participants reveals distinct identity types despite their shared ethnicity. Suna exhibits a `socially isolated family-centered identity,' stemming from active domestic language practices contrasted with delayed social investment and limited expansion of her imagined community. Rose establishes a `semi-native identity seeking institutional legitimacy,' utilizing `compensatory restructuring' investment to bridge the recognized gap between her oral-centered heritage language and institutional standard language. Jenny reveals a `fluid instrumentalist identity,' pursuing exclusive instrumental rationality in her language practices and investment while imagining a vague future without specific anchorage. The study attributes these diverse identities to the `misrecognition' of linguistic hierarchies between heritage and standard languages alongside educational `push factors' from their home country. It highlights the need for tailored pedagogical support addressing the multi-layered identity needs of heritage learners beyond a homogeneous perspective.

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