ABSTRACT

This paper draws on identity narratives that were collected annually over a four-year period from two heritage language learners of Japanese at a U.K. university. This paper observes how ‘fixity’ (discreteness, static and fixed identities) and ‘fluidity’ (hybridity; creative and flexible identities) co-exist with each other in learners’ conceptualization of themselves and their cultural affiliations. The findings of this study indicate a high degree of complexity and flux within the identities of these learners, enabling them to shift between fixed and fluid conceptualizations of themselves. One student deliberates the association between her nationality and personal identity, while also expressing fixed views on what it means to be Japanese on other occasions. The other student uses ‘fixed’ categories such as ‘foreigner’ in a fluid way to construct the self-image(s) that suit his varied purposes. The article concludes with research and pedagogical implications for conducting research on the identity of heritage language learners.

摘要

本文借鉴了四年间每年从英国大学的两名日语日语学习者那里收集的身份叙事。本文观察了“固定性”（离散性，静态和固定身份）和“流动性”（混合性；创造性和灵活的身份）在学习者对自身及其文化归属的概念化中如何共存。这项研究的结果表明，这些学习者的身份具有高度的复杂性和变化性，使他们能够在自己的固定概念和灵活概念之间进行转换。一名学生在研究自己的国籍与个人身份之间的联系，同时也对在其他情况下成为日本人表示了固定看法。另一个学生流畅地使用“固定”类别（例如“外国人”）来构建适合自己不同目的的自我形象。本文以研究和教学意义作为对语言学习者身份的研究的结论。