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Multilingualism, Identities and Language Hegemony: A Case Study of Five Ethnic Minority Students in China

Multilingualism, Identities and Language Hegemony: A Case Study of Five Ethnic Minority Students in China

Jing Li, Danièle Moore
Copyright: © 2020 |Pages: 17
ISBN13: 9781522596189|ISBN10: 1522596186|EISBN13: 9781522596196
DOI: 10.4018/978-1-5225-9618-9.ch020
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MLA

Li, Jing, and Danièle Moore. "Multilingualism, Identities and Language Hegemony: A Case Study of Five Ethnic Minority Students in China." Language Learning and Literacy: Breakthroughs in Research and Practice, edited by Information Resources Management Association, IGI Global, 2020, pp. 374-390. https://doi.org/10.4018/978-1-5225-9618-9.ch020

APA

Li, J. & Moore, D. (2020). Multilingualism, Identities and Language Hegemony: A Case Study of Five Ethnic Minority Students in China. In I. Management Association (Ed.), Language Learning and Literacy: Breakthroughs in Research and Practice (pp. 374-390). IGI Global. https://doi.org/10.4018/978-1-5225-9618-9.ch020

Chicago

Li, Jing, and Danièle Moore. "Multilingualism, Identities and Language Hegemony: A Case Study of Five Ethnic Minority Students in China." In Language Learning and Literacy: Breakthroughs in Research and Practice, edited by Information Resources Management Association, 374-390. Hershey, PA: IGI Global, 2020. https://doi.org/10.4018/978-1-5225-9618-9.ch020

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Abstract

This paper presents the findings from a case study of how five post-secondary ethnic multilingual students (three Bai and two Zhuang) at a local university in Southwestern China experience multilingualism and ethnic identities (de)construction and invest themselves in an active negotiation for legitimate membership in mainstream educational Discourses (Gee, 1990, 2012). The authors seek to understand how the perceived hegemony of Mandarin has impacted their social positioning and delegitimized their multilingual assets and ethnic identities in mainstream educational Discourses, and how they managed to negotiate their identities as ethnic multilinguals in different social Discourses. The authors argue that through the legitimate dominance of Mandarin, these students are not merely being positioned as members of a negatively stereotyped ethnic group but also concurrently participating in reconstructing the Mandarin language hegemony in those very Discourses, which runs the risk of further expanding the existing educational inequalities between Han and ethnic minority students..

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