Patricia A. Duff

University of British Columbia, Canada

Website

Patricia Duff is Professor of Language and Literacy Education at the University of British Columbia, working in the graduate programs in Teaching English as a Second Language and Modern Language Education primarily. She is also Co-director of the Centre for Research in Chinese Language and Literacy Education. Her main scholarly interests, as an applied linguist, are related to: language socialization across bilingual and multilingual settings; qualitative research methods in applied linguistics (especially case study and ethnography and complementary approaches to classroom research); issues in the teaching, learning, and use of English, Mandarin, and other international languages in transnational contexts; the integration of second-language learners in schools, universities, and society; multilingualism and work; and sociocultural, sociolinguistic, and sociopolitical aspects of language(s) in education. She has published and lectured widely on these topics.

Abstract
Trends and Issues in Heritage Language Learning and Socialization Research: Insights from Chinese

Recent research on Chinese heritage-language learning and socialization has generated many insights that pertain to that linguistic context as well as others. These insights are related to the multiplicity of Chinese varieties involved in heritage-language contexts and the changing status of particular oral and written varieties of Chinese in diaspora contexts; the transnational and multilingual ecologies, networks, and trajectories of learners and their families; and the changing demographics, histories, and desires of learners (e.g., in the case of adopted children; or children growing up in new diaspora contexts outside of Anglophone or Sinophone regions where research has typically taken place). In addition, complicated ideologies related to literacy in relation to Chinese language education, learning, and identity formation are increasingly being examined, as are the policies that support or exclude heritage-language learners from opportunities to expand their linguistic repertoires. Research has also begun to engage more directly with aspects of language play (sometimes related to translanguaging or creatively moving across linguistic and other semiotic systems and performing ethnolinguistic identities in innovative ways); emotional aspects of heritage language reclamation related to shame, for example; and new socializing contexts for learning, including virtual or digitally-mediated sites as well as other media associated with popular culture, in addition to socialization within family, community, and classroom contexts. In this presentation, I discuss and illustrate research trends such as these and suggest future directions for both research and pedagogy.