The Sociocultural Milieux of ‘Chinese’ Language Learning in Belfast: Diaspora and Difference

It explores their attitude to language learning in domestic and Chinese Language School (CLS) environments and their parents’ and teachers’ engagement. Looking at this broader social context, it investigates the inter-linkage between linguistic practices and claimed ‘Chinese identities’, the formation of ‘Chinese community’ through linguistic practices; and the workings of diasporic institutions such as Chinese language schools.

It pays close attention to the ways in which individual differences and life trajectories inform practices of community and family making through linguistic performance. The research is based on the theoretical framework of ethnicity and identification; diaspora and community dynamics; individual trajectory; migration and transnationalism; linguistic anthropology and studies on Chinese migration and Chinese migration in Northern Ireland.<br><br>The central research question is: How do practices of Mandarin and Cantonese language learning amongst children of Chinese origin in Belfast reflect, inform or undermine specific discourses and performances of identity and belonging?