Heritage language learning and identity (re)construction through a study abroad program

Abstract This study explores how study abroad served as space for the (re)construction of heritage language (HL) identities for a second-generation female Korean New Zealander HL student. This study adopted narrative inquiry, drawing on data from pre-, during, and post- study abroad interviews. The participant’s narratives have highlighted the complexities associated with learning a HL abroad, specifically with regard to identity (re)construction. She struggled to negotiate her identity as a Korean HL learner, as her Korean classmates initially viewed her as a fluent speaker based on her Korean ethnicity. These struggles initially affected her opportunities to participate actively in class during her study abroad program. Despite her self-claimed identity as a Korean New Zealander, only her ethnic Korean identity was emphasized and imposed upon her by others via the use of the term, gyopo (overseas Korean). Meanwhile, outside of the classroom, her fellow New Zealand students positioned her as their group’s spokesperson, given her perceived fluency in Korean. While this initially caused anxiety and embarrassment for her, over time, she embraced new experiences, including her expected role as a study abroad spokesperson, which led to increased HL use. This study offers practical implications for study abroad programs, particularly for HL speakers in these contexts.