The motivation of immigrant children's heritage language learining. A case study on Chinese immigrant children in Gothenburg, Sweden.

Abstract

Aim: The purpose of this study is to examine children's perceptions of the heritage language learning process in order to gain a better understanding of the heritage language environment in which they live and the motivations for heritage language learning. The goal is to provide theoretical models and empirical evidence to promote children's motivation to learn heritage languages. Theory: The self-determination theory serves as the primary theoretical framework for this study. The Bronfenbrenner's Ecological Systems Theory also lay solid foundation for the investigation of possible influential factors on children’s HL learning motivation. Methods: In this paper, the qualitative research approach is adopted. Specifically, data were gathered through interviews on five children who are currently learning their heritage language. The interview questions used to collect information from children were designed to reflect their home language situation, learning attitudes, language-wise choices of information source, identity, social relationships, learning feelings, and future plans. Results: There are three major findings in this research. Regarding children's language environments and language use habits, it was discovered that children's heritage language environments were directly created or deliberately guided by their parents. Additionally, the external language environment and language confidence had visible effects on children's language habits. In terms of motivation, the three most significant components of children's intrinsic motivation were examined, namely source of interest, feelings and emotions, and self-evaluation. While extrinsic motivation was broken down into three categories: reward, pressure and the internalization of instrumental motivation.