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    Negotiated Identities of Second-Generation Vietnamese Heritage Speakers: Implications for the Multilingual Composition Classroom

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    Author
    Do, Tom Hong
    Issue Date
    2015
    Keywords
    Culture
    Heritage Language
    Identity
    Language
    Rhetoric
    Rhetoric, Composition & the Teaching of English
    Composition
    Advisor
    Miller, Thomas P.
    
    Metadata
    Show full item record
    Publisher
    The University of Arizona.
    Rights
    Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
    Abstract
    Grounded in interdisciplinary scholarship to include rhetoric and composition, applied linguistics, and heritage languages, my dissertation, Negotiated Identities of Second-Generation Vietnamese Heritage Speakers: Implications for the Multilingual Composition Classroom, is a qualitative study that explores how Vietnamese heritage speakers negotiate multiple identities in different social contexts. I define heritage speakers as asymmetrical bilinguals who were raised in a non-English speaking household but whose dominant language is now English. While findings from this study reveal that heritage speakers struggle to claim a linguistic identity because of discrimination from members of different Vietnamese communities, they nonetheless—through reflexive and interactive positioning—resist these communities' discriminatory practices by constructing and negotiating multiple identities that enable them to reimagine themselves as legitimate members of an imagined Vietnamese community. By focusing on speakers' negotiated identities, this dissertation departs from the traditional emphasis in heritage language and composition studies that equate language proficiency with cultural identity. Instead, it calls for a more nuanced understanding of identity formation that not only engages speakers' multiple spheres of belonging but also informs current pedagogical practices that seek to incorporate speakers' heritage languages as linguistic resources in the composition classroom.
    Type
    text
    Electronic Dissertation
    Degree Name
    Ph.D.
    Degree Level
    doctoral
    Degree Program
    Graduate College
    Rhetoric, Composition & the Teaching of English
    Degree Grantor
    University of Arizona
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    Dissertations

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