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Problematizing and reexamining the notion of taking another introductory-level language class at college

Adding students’ voices to the conversation at secondary and post-secondary levels

ORCID logo | The University of California, RiversideRiverside
Existing literature shows that discrepancies between the expectations of students and language instructors might discourage high school students from progressing in their language learning at college. This study aims to address such discrepancies by examining students who studied Chinese in high school but were still taking an introductory-level language course at college, with the intention of declaring a minor or major in Chinese Studies at a Midwestern university in the United States. Drawing on the concept of identity and investment, a qualitative research method was employed to address the time- and context-sensitive nature of identity and investment. Data were collected from interviews and reflection journals to reveal their investment in Chinese language learning and how they coalesced their identities as Chinese language learners in high school and college. Findings show that they firmly fought against the stereotypical assumption that taking another introductory-level class at college was for an easy A, as current world language education policy and implementation rendered them voiceless in the top-down implementation process. This present study provides new insights into the connections between investment and articulation in world language education, and invites stakeholders to reevaluate the predominant emphasis placed on language proficiency in foreign language research and education.
Keywords: Chinese as a foreign language (CFL), identity, investment, articulation, stereotypical assumption
Article outline
  • 1.Introduction
  • 2.Literature review
    • 2.1Calls for articulation in (K-16) world language education
    • 2.2Identity, investment and world language articulation
  • 3.Methodology
    • 3.1Context of this study
    • 3.2Participants
    • 3.3Data collection
    • 3.4Data analysis
  • 4.Findings
    • 4.1Learners of Chinese in high school versus committed learners of Chinese in college
    • 4.2My grades cannot deny me as a committed CFL learner: Emma
    • 4.3A role model for world language learners and college students: Nancy
    • 4.4Chinese is part of my life: Andy
  • 5.Discussions
    • 5.1Not for an easy A
    • 5.2Personal learning goals are separated from in-class assessment
    • 5.3Interdisciplinary in professional communities
    • 5.4Intercultural knowledge and competence
  • 6.Pedagogical implications and future research directions
  • 7.Conclusion
  • Acknowledgements
  • Disclosure statement
  • Author queries
  • References
This content is being prepared for publication; it may be subject to changes.
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