Fixity and fluidity in two heritage language learners’ identity narratives

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.

KEYWORDS:

• Heritage language learners
• fixity
• fluidity
• identity
• Japanese

Disclosure statement

No potential conflict of interest was reported by the author.

Notes

1 The questions posed in the questionnaire, as discussed in detail in the Discussion section, were problematic. The primary concern that arises when posing such questions is the risk of latently ascribing pre-given cultural identities on the participants.

Additional information

Funding

This work was supported by Japan Foundation Endowment Committee.