Emotion and Identity in an Interconnected World: A Case Study of Two Chinese Heritage Language Learners in the United States

Abstract By investigating two Chinese heritage language learners (a third-generation Chinese descendant and an adoptee), the present study explored how the social dimension of emotions, motivational selves, and identities play a role in their Chinese language learning experiences from childhood through college in relation to Chinese as a global language. Qualitative research methods were employed over an 8-month period in 2020, including monthly interviews with each participant, monthly reflective journals, and class-related observations and documents. The findings highlight the role of emotions in HLL s’ language learning experiences and outline some ways emotions intersected with the HLL s’ understandings of heritage language and culture and their motivational selves. Meanwhile, HLL s’ language experiences abroad are interwoven with their emotions, which may facilitate or constrain these motivational selves and, in turn, shape their identities. This empirical study emphasizes the importance of considering HLL s as not only language learners, but also as emotional and social beings.