Abstract
Social media has been researched for its impact on foreign language education, yet its role in heritage language education remains underexplored. To address this gap, this study investigates how social media influences the learning and practice of Chinese among Chinese heritage language learners (CHLLs). In this qualitative study, eight CHLLs virtually participated in individual interviews and a follow-up focus group discussion. Grounded in second language socialization theory, thematic analysis was conducted to uncover key insights. Findings reveal that platforms, such as Weixin, Douyin, and Xiaohongshu significantly enhance CHLLs’ engagement with the Chinese language and culture. Social media not only facilitates linguistic and cultural learning but also supports the transformation of CHLLs from passive learners to active participants in the Chinese-speaking community. Based on these findings, two pedagogical strategies are proposed: (1) leveraging social media as authentic learning materials to deepen students’ understanding of Chinese language and culture, and (2) encouraging interactions with native speakers via social media to foster real-world communication skills. This study highlights future research opportunities to examine the unique features of various social media platforms in language learning. Such studies could provide valuable insights to effective, social media-based teaching instruction. Also, it may contribute to the development of learner-centered virtual communities.
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
Considering Digital Pedagogies
KEYWORDS
Social Media, Chinese Heritage Language, Digital Pedagogies, Second Language Socialization
