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dc.contributor.advisorRuohotie-Lyhty, Maria
dc.contributor.authorLi, Qingyang
dc.date.accessioned2019-06-11T07:25:40Z
dc.date.available2019-06-11T07:25:40Z
dc.date.issued2019
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/64507
dc.description.abstractResearch on the bilingual identity of heritage language learners is a field emerging at the turn of the 21st century. This study explored the Chinese identity and Finnish identity of a group of Chinese heritage learners aged from 5 to 16 from the perspective of identity-as-narrative. The main goal was to find out how Chinese heritage learners identify themselves with the Chinese language and Finnish language by taking photos and other story-telling. The research design is based on visual methods for meaning-making and on the concept design in the field of pedagogy of multiliteracies. Contents analysis and narrative analysis were employed to analyze the visual identity narratives produced by participants, which yielded several findings regarding 1) the common resources used for Chinese-Finnish identity construction, 2) the multidimensional and individualized characteristics of the construct of heritage learners’ language identity, 3) the specialness of Chinese identity in compared to Finnish identity, and 4) bilingual identity as both experienced lives and imagined possibilities. These results are to some extent similar to the expertise, inheritance and affiliation meanings of language identity articulated in previous research, but also bring about some new meanings that are attached by heritage learners to the Chinese and Finnish language. At last, this study concludes that visual methods are young-learner friendly because it facilitates expression and communication with minors and it prompts researchers to explain meaning-making of identity from young learners’ points of view. The research project is also of pedagogical importance because it serves to scaffold learners’ learning of Chinese literacy.en
dc.format.extent83
dc.format.mimetypeapplication/pdf
dc.language.isoen
dc.subject.otherChinese heritage learners
dc.subject.otherFinnish-Chinese bilingual identity
dc.subject.othervisual narratives
dc.subject.othermultiliteracies
dc.titleA research on Finnish-Chinese children’s bilingual identity through multiliteracies : a case study of Chinese heritage learners in Central Finland
dc.identifier.urnURN:NBN:fi:jyu-201906113124
dc.type.ontasotPro gradu -tutkielmafi
dc.type.ontasotMaster’s thesisen
dc.contributor.tiedekuntaHumanistis-yhteiskuntatieteellinen tiedekuntafi
dc.contributor.tiedekuntaFaculty of Humanities and Social Sciencesen
dc.contributor.laitosKieli- ja viestintätieteiden laitosfi
dc.contributor.laitosDepartment of Language and Communication Studiesen
dc.contributor.yliopistoJyväskylän yliopistofi
dc.contributor.yliopistoUniversity of Jyväskyläen
dc.contributor.oppiaineSoveltavan kielitieteen maisteriopinnotfi
dc.contributor.oppiaineMaster's Degree Programme in Applied Linguisticsen
dc.rights.copyrightJulkaisu on tekijänoikeussäännösten alainen. Teosta voi lukea ja tulostaa henkilökohtaista käyttöä varten. Käyttö kaupallisiin tarkoituksiin on kielletty.fi
dc.rights.copyrightThis publication is copyrighted. You may download, display and print it for Your own personal use. Commercial use is prohibited.en
dc.type.publicationmasterThesis
dc.contributor.oppiainekoodi314
dc.subject.ysokieli ja kielet
dc.subject.ysokaksikielisyys
dc.subject.ysosuomalaisuus
dc.subject.ysokielellinen identiteetti
dc.subject.ysoidentiteetti
dc.subject.ysokiinalaisuus
dc.subject.ysolanguages
dc.subject.ysobilingualism
dc.subject.ysoFinnish identity
dc.subject.ysolinguistic identity
dc.subject.ysoidentity (mental objects)
dc.subject.ysoChinese identity
dc.format.contentfulltext
dc.type.okmG2


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