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Article published In: Chinese as a Second Language (漢語教學研究—美國中文教師學會學報)
Vol. 60:2 (2025) ► pp.109–134

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Material development for Chinese heritage language learners

A study of student perceptions

ORCiD logo with link | Lafayette College
Published online: 8 September 2025
DOI logo with link
https://doi.org/10.1075/csl.25006.luo
Abstract
This study investigates the perspectives of 28 Chinese heritage language (CHL) learners enrolled in a first-year heritage-track Chinese course at a private U.S. university. Using grounded theory methodology, the analysis identifies four major areas of insight: learners’ diverse, identity-driven goals; critical evaluations of instructional materials; preferred features for an ideal CHL textbook; and thematic interests in classroom topics. Findings reveal that CHL learners seek to reconnect with their heritage, strengthen overall language proficiency — including speaking — and acquire formal language skills to support academic and professional aspirations. While they appreciate the structure of the widely used L2-oriented textbook Integrated Chinese, they find its content to be too basic or misaligned with their needs. In contrast, supplementary materials are seen as more relevant but often too difficult without sufficient scaffolding. Learners envision an ideal textbook that includes advanced vocabulary and idiomatic expressions, culturally rich content, and formal language, supported by a scaffolded and user-friendly design. They are most engaged by topics reflecting real-life experiences, traditional and modern Chinese culture, and themes that affirm their bicultural identities. The voices of these learners underscore the need for recalibrated pedagogical materials responsive to their hybrid identities and linguistic profiles. The study highlights the importance of learner-centered design in CHL curriculum development.
摘要
本研究探讨了美国一所私立大学中文项目中，28位修读第一学年中文传承语课程的学生对教学材料的看法。采用扎根理论的方法，分析揭示了四个主要主题：学习者多样且以身份为导向的学习目标、对现有教学材料的批判性评价、理想教材特征的偏好，以及他们在课堂主题上的兴趣。研究发现，中文传承语学习者不仅希望与自身的文化传承建立联系，还希望全面提升语言能力，包括口语表达，并掌握正式语体以拓展学术与职业机会。尽管他们认可《中文听说读写》在结构上的清晰性，但普遍认为其内容过于基础、与自身需求不符。相比之下，补充材料更贴合学习目标，却因缺乏有效支架而被认为过于困难。学习者理想中的教材应包括高级词汇和成语表达、具有丰富文化内涵的内容以及正式语体，并配备循序渐进且便于使用的设计结构。他们对反映真实生活场景、传统与当代文化以及强化身份认同的主题尤为感兴趣。这些学习者的声音凸显出教材改革的必要性，呼吁开发能回应其混合身份和复杂语言背景的教学资源。本研究强调了在未来教材与课程设计中以学习者为中心的设计理念的重要性。
Article outline
  • 1.Introduction
  • 2.Literature review
    • 2.1Defining CHL learners
    • 2.2Linguistic, cultural, and psychological dimensions of CHL learners
    • 2.3Materials for CHL learners
  • 3.Research questions
  • 4.Methods
    • 4.1Participants and background
    • 4.2Instruments
    • 4.3Data analysis methods
  • 5.Results
    • 5.1Research question 1: What are CHL learners’ learning goals?
    • 5.2Research question 2: How do CHL learners perceive the Integrated Chinese textbook and the supplementary materials used in their course?
    • 5.3Research question 3: What are the essential features of an ideal textbook designed for CHL learners?
      • Advanced vocabulary and idioms
      • Real-world and cultural relevance
      • Formal and academic language development
      • Scaffolded structure and review for retention
      • Accessible and engaging format
    • 5.4Research question 4: What kinds of topics are most likely to engage CHL students?
      • Real-life and functional communication
      • Chinese cultural and historical content
      • Popular culture and contemporary society
      • Identity-affirming and intergenerational themes
  • 6.Discussion
    • Reconnecting with Heritage and identity negotiation
    • Speaking as an unexpected priority
    • Textbook limitations and supplementary challenges
    • Learners’ Vision vs. Teachers’ Vision of an ideal textbook
    • Engaging topics and identity-affirming pedagogy
    • Other emerging implications
  • 7.Conclusion
  • References
References (35)
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