The Role of University Peer Mentoring in Heritage Language Identity Construction in Diasporic Contexts

Abstract

ABSTRACT Research shows that many heritage language (HL) students pursue HL study at the university level to reconnect with their cultural roots. While most university‐focused research has examined HL learners, less attention has been given to how teaching and peer mentoring experiences in higher education shape HL identities. This study examines how a 1.5‐generation Korean university student in New Zealand has maintained her HL, Korean, navigated language ideologies, and developed her identities in the diasporic context. Using interviews and written reflections and employing narrative inquiry, the case study focuses on her identity construction through her HL and her experience as a mentor in her university's Korean language peer education program. Findings indicate that her consistent HL use at home, along with her positive attitudes toward her HL, enabled her to develop high HL proficiency. Nevertheless, because of her adherence to native‐speakerism, she devalued her skills as “only” immigrant‐level. Teaching Korean at university, however, proved transformative; active HL use in educational settings not only supported her HL development but also empowered her minoritized HL identities. Positioning HL youth as educators and encouraging reflection on their HL‐related experiences can thus foster legitimate HL identities and ownership of their unique, emerging, and dynamic selves.

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