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Chinese’ Language Learning in Belfast: Diaspora and Difference

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Chinese’ Language Learning in Belfast: Diaspora and Difference DOCTOR OF PHILOSOPHY The Sociocultural Milieux of ‘Chinese’ Language Learning in Belfast: Diaspora and Difference Wang, Sha Award date: 2017 Awarding institution: Queen's University Belfast Link to publication Terms of use All those accessing thesis content in Queen’s University Belfast Research Portal are subject to the following terms and conditions of use • Copyright is subject to the Copyright, Designs and Patent Act 1988, or as modified by any successor legislation • Copyright and moral rights for thesis content are retained by the author and/or other copyright owners • A copy of a thesis may be downloaded for personal non-commercial research/study without the need for permission or charge • Distribution or reproduction of thesis content in any format is not permitted without the permission of the copyright holder • When citing this work, full bibliographic details should be supplied, including the author, title, awarding institution and date of thesis Take down policy A thesis can be removed from the Research Portal if there has been a breach of copyright, or a similarly robust reason. 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Oct. 2021 The Sociocultural Milieux of ‘Chinese’ Language Learning in Belfast: Diaspora and Difference This thesis is submitted in fulfilment of the requirements for the degree of Doctor of Philosophy Sha Wang (B.A., M.A.) Words: 80,879 School of History, Anthropology, Philosophy and Politics, Queen’s University Belfast 18 August 2017 I Abstract This dissertation investigates Mandarin and Cantonese language learning and Chinese identity formation amongst young people of Chinese descent in Northern Ireland. It explores their attitude to language learning in domestic and Chinese Language School (CLS) environments and their parents’ and teachers’ engagement. Looking at this broader social context, it investigates the inter-linkage between linguistic practices and claimed ‘Chinese identities’, the formation of ‘Chinese community’ through linguistic practices; and the workings of diasporic institutions such as Chinese language schools. It pays close attention to the ways in which individual differences and life trajectories inform practices of community and family making through linguistic performance. The research is based on the theoretical framework of ethnicity and identification; diaspora and community dynamics; individual trajectory; migration and transnationalism; linguistic anthropology and studies on Chinese migration and Chinese migration in Northern Ireland. The central research question is: How do practices of Mandarin and Cantonese language learning amongst children of Chinese origin in Belfast reflect, inform or undermine specific discourses and performances of identity and belonging? To address this question, the dissertation focuses on several sub-themes. What are the Chinese migrant children’s linguistic practices and Chinese language learning experiences in the domestic environment and the Chinese Language Schools in Northern Ireland? What are the reasons and motivation for their linguistic behaviour and attitude? What are the Chinese parents’ expectation and attitudes towards Chinese language education in Northern Ireland? To what extent do the parents’ efforts affect children’s performance at the language schools? The research is based I II on several methods, including participant-observation in school events, teachers’ meetings and classes; semi-structured and in-depth interviews with migrant Chinese parents and teachers; questionnaires with pupils from CLS and visual and audio data collection. II III Table of Contents Introduction 1 Chapter 1. Theoretical background 11 Chapter 2. Northern Ireland context 52 Chapter 3. Methodology and Ethics 77 Chapter 4. Seeking ‘Chinese identity’ through cultural and linguistic practice 94 Chapter 5. Linguistic identity in the domestic environment 136 Chapter 6. Chinese Language School dynamics 187 Chapter 7. ‘Chinese’ language attrition in Northern Ireland 226 Conclusion 278 Appendix 300 Bibliography 301 III IV Acknowledgments My years working on my PhD at Queen’s University Belfast were extremely beneficial, and one of the most memorable and valuable parts of this experience was the generosity of people and institutions in giving me guidance and support. I would like to express my most sincere gratitude to my supervisor Dr Maruška Svašek. Her professional and rigorous research attitude; enthusiasm and dedication to supervising my work, as well as her considerate, kind and patient character not only had a huge impact on my PhD research, but also will benefit me for my life and career in the future. Her tremendous supervision, guidance and encouragement was essential to the completion of this project. I am very grateful to my second supervisor Dr John Knight and also Dr Jonathan Skinner who filled this role in the early part of my research. Their valuable input and advice research inspired my research and writing. Many thanks also to Dr Gordon Ramsey who spent his precious time to proofread my dissertation. During my PhD, I received research and conference funding from the School of History, Anthropology, Philosophy and Politics; assistance and support from school academic staff for my annual reviews and from administrative and clerical staff in dealing with the complexities of my registration. I also appreciate the role of Queen’s Graduate School in providing more than thirty days of postgraduate training which was of great help for my research and future career; and of course, Queen’s library’s contribution of such rich academic resources and comfortable and pleasant learning IV V spaces and environment which I will definitely miss and hope to revisit. I owe a debt of appreciation to all of them. It would be impossible to have completed this project without the cooperation and support of the institutions I was studying and of individual informants: two Chinese language schools (CLS) in Belfast; the Chinese Welfare Association; CLS officials and teachers; parents and pupils and other Chinese and local friends in Northern Ireland. A special thank you to Alan Lui and his Success Lion Dance Association for their enormous help with my fieldwork. Finally, but by no means least, I would like to say a heartfelt thank you to my family and friends: my husband Séamas Ó Lahbradha and our son Leon; my parents-in-law; my parents and relatives in China and classmates at Queen’s University. Their priceless understanding, support and encouragement gave me strength and motivation to persevere through the most challenging periods to complete this project. V VI Abbreviations BBC British Born Chinese BCCC Belfast Chinese Christian Church CCC (NI) Chinese Chamber of Commerce (NI) CLS Chinese Language School CNY Chinese New Year CNYC Chinese New Year Celebration CWA Chinese Welfare Association HK Hong Kong L1 First language L2 Second language MSA Mandarin Speakers Association NI Northern Ireland VI VII List of tables Chapter 2 TABLE A: From China to Northern Ireland - Push factors 67 TABLE B: From China to Northern Ireland - Pull factors 68 TABLE C: From Northern Ireland to China - Push factors 70 TABLE D: From Northern Ireland to China - Pull factors 71 Chapter 6 Table 1: CLS classroom arrangement 193 VII VIII List of figures and diagrams Chapter 2 Figure 1. Chinese lion dance instructor Alan had a meeting with Queen at the Royal Garden Party on 11th May 2016. 58 Figure 2 (left). Brazilian dance at Culture Share Festival, Lisburn, February 2014. 58 Figure 3 (middle). Ulster-Scots dance at Culture Share Festival, Lisburn, February 2014. 58 Figure 4 (right). Chinese Dragon and Lion dance at Culture Share Festival, Lisburn, February 2014. 58 Chapter 3 Figure 1. Group photo in the last class of the term with my pupils from CLS Grade 2 Mandarin class. 79 Figure 2. Chinese New Year decoration on the door at one of my informants’ home in Belfast. 88 Figure 3. Seven drawings from my pupils of Mandarin Class Grade 2 in June 2013. 89 Chapter 4 Figure 1. Map of ‘Chinese dialects’ groups. 106 Figure 2. Andy’s hometown: Sheung Shui, Hong Kong and the city Shenzhen in southern China. 122 VIII IX Chapter 5 Figure 1. A Map of China puzzle in Meng’s house. 164 Figure 2. Lun’s daughter’s Chinese exercise book. 165 Figure 3. Chinese books in Lun’s daughter’s room. 165 Figure 4. Chinese Costume Competition at CNYC 2011. 168 Figure 5. A stall selling Chinese souvenirs and handicrafts at CNYC 2011. 169 Figure 6. Chinese Language School stall at CNYC 2011. 170 Figure 7. Mr Luo and his Chinese calligraphy demonstration at the CLS stall 2011. 170 Chapter 6 Diagram 1: CLS map. 192 Figure 1. The exterior view of CLS NI. 194 Figure 2. Teachers’ training. A lecture taught by an invited experienced Mandarin teacher from England. 196 Figure 3. Delicious lunch provided for all the attendees at noon time of the training. 196 Figure 4. CLS authorities and teachers group photo after end of term dinner in June 2016. 196 Figure 5. Delicate end of term dinner dishes at a Chinese restaurant. 196 Map 1. Map of China. 208 Figure 6. Exterior look of BCCC. 210 Figure 7. The Hall of Saturday Chinese Language School. 211 Figure 8. The layout of a Cantonese class. 212 IX X Figure 9. Student’s homework. Memorizing new words (traditional Chinese characters) by copying them. 213 Figure 10. Grade 3 Cantonese text book written in traditional Chinese characters.
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