A Study On Child Chinese Language Learners' Identities Construction At International Schools In China

With the deepening of China's Reform and Opening up,the country has become more inclusive,and many expatriates choose to come and live in China.Numerous internationals schools come into being so as to address the educational demands for their children.By analyzing reports from child Chinese language learners with Chinese or Non-Chinese ancestry,and referring to teachers and parents' interviews of the same international school in Shenzhen,the article thoroughly depicts those children's learner identity images in-depth.On this basis,it proposes a model for the construction of children's learner identity at international schools in China.This model aims to help provide a proper understanding of the Chinese language and construct ideal Chinese learners' identity as learners wish,through the collective effort made by international schools,families and Chinese teachers in terms of language policies and teaching practices.The article is consisted of seven parts as follows:The Introduction explains the research background and significance of the article,reviews relevant research in international schools in China,illustrates the current research status,and at the same time,has the research framework,objects and methods elaborated.The first chapter is an overview of researches on the relationship between identity and language.Firstly,it defines key words of the research,namely "identity","language learner identity" and "children".At the same time,the researches on language and identity at home and abroad are reviewed.In chapters two and three,the author discusses the construction of the identity of Chinese language learners in the lower and upper grades of an international school in Shenzhen by analyzing the data collected.In the fourth chapter,the author analyzes the factors that influence the construction of child Chinese language learners' identity at the international school in Shenzhen,and points out that includes multiple factors such as family language policy,their ideal learner identity,and teachers' expectations.The impact is dynamic and phase-specific.In the fifth chapter,the author proposes a model of factors that influence the construction of child Chinese language learners' identity.Based on this model,the author puts forward suggestions on Chinese teaching for children in international schools in China.The final chapter points out the research conclusions,the innovation of the research,and the deficiencies of the research.