Towards a theoretical framework of heritage language literacy and identity processes

Drawing mainly on Pierre Bourdieu's notions of symbolic capital, Bakhtin's concept of voice and heteroglossia in the novel, and Gee's theory of Discourses and the term third space as applied in education, I construct a theoretical framework for heritage language (HL) literacy and identity processes. I propose that HL literacy acquisition be viewed as identity processes that encompass the acquisition of voice as a means of learning how to design the self and others. I suggest that a reconceptualization of the HL learner as possessing unique characteristics from the overarching label of “second language learner” is necessary. Finally, I argue that an investigation of the dominant language and HL and Discourses is necessary for understanding HL literacy development and identity processes.

Research highlights▶ Provides a new theoretical framework for understanding heritage language literacy and identity processes. ▶ Demonstrates the usefulness of Pierre Bourdieu's notion of symbolic capital, Bakhtin's concept of voice and heteroglossia, Gee's theory of Discourses and the term third space as applied in education. ▶ Examines the applicability of the above theoretical concepts in identity work in second language and literacy and heritage language literacy empirical studies. ▶ Argues the need for a reconceputalization of “second language learner” and the necessity of a more complex framework in order to advance heritage language literacy and identity research.