ABSTRACT

Translanguaging theory re-conceptualizes the linguistic systems and practices of multilinguals as well as multilingual classroom pedagogies. While many studies have documented translanguaging in bilingual classrooms, there is little discussion about how translanguaging can advance the field of heritage language education. This paper shares findings from a qualitative investigation of a Mandarin heritage program in the U.S. enrolling ethnic Chinese students from various Chinese language backgrounds. Drawing on ethnographic fieldnotes and interviews, we argue that the teacher’s flexible use of linguistic resources provided the basis for productive classroom exercises among heritage students who struggled with Mandarin as an imposed identity. Through activities that enabled students to use multiple Chinese languages, students critically examined the diversity of Chinese languages within the U.S. context. This, in turn, facilitated their Mandarin learning in the classroom, as they actively engaged in disrupting and dismantling conventional notions of ‘Chinese.’ The teacher also reflected on her translanguaging practices and the challenges she faced in class. While Mandarin is currently heavily emphasized in the language teaching arenas, translanguaging as a pedagogical heuristic helps create space to liberate the voices of these language minority students who are often left out under the generic category of heritage ‘Chinese’ speakers.