HERITAGE LANGUAGE USE AND IDENTITY CONSTRUCTION: A STUDY OF TWO KOREAN-AMERICAN BILINGUAL ADOLESCENTS

Abstract

This study examines heritage language use and identity construction of two Korean-American bilingual adolescents who have acquired a high level of proficiency in the heritage language. An analysis of the interview narratives showed that the high level of their heritage language proficiency played a crucial role in understanding the heritage culture and its people, developing a strong sense of self, and building social relationships with members of the heritage language and mainstream communities. In addition, it was found that their ethnic identities were co-constructed and reshaped over time not only by their individual choices but also by various sociocultural factors — the environment, their surroundings, and their relationships with others. However, although both participants agreed that their heritage language and culture were fundamental parts of their identities, the forces and processes that shaped each participant’s identities were different. One participant developed his dual identities by maintaining cultural boundaries and group differentiation whereas the other participant tried to combine two cultural characteristics in creating a new self, having invested in dual identities — Korean and American — which she would assume in the private and public spheres of her life, respectively. The findings shed light on the complex process of bilingual adolescents’ identity construction.