Dissertation Defence: Post-Secondary Level Chinese Heritage Language Education in Greater Vancouver Area: Under the Commodification of Higher Education

Hongyang (Sophia) Tao, supervised by Dr. Eric Li, will defend their dissertation titled “Post-Secondary Level Chinese Heritage Language Education in Greater Vancouver Area: Under the Commodification of Higher Education” in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Interdisciplinary Graduate Studies – Urban and Regional Studies theme.

An abstract for Hongyang (Sophia) Tao’s dissertation is included below.

Examinations are open to all members of the campus community as well as the general public. Please email eric.li@ubc.ca to receive the Zoom link for this exam.

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Abstract

This dissertation investigates post-secondary Chinese Heritage Language (CHL) education in the Greater Vancouver Area, contextualized within the commodification of higher education. It addresses significant gaps in existing literature, which largely overlooks the complexities of CHL learners’ profiles, motivations, and experiences at the post-secondary level. By exploring the demographic backgrounds, family language practices, and learning trajectories of CHL students. Through a conceptual framework that integrates theories of neoliberalism, language-as-resource, and social capital, this dissertation critically examines the intersection of economic, cultural, and linguistic factors influencing CHL education, this research aims to provide a nuanced understanding of their educational journeys amidst increasing commodification of language education and higher education. The study employs a comprehensive methodology, including surveys and semi-structured interviews, with participants drawn from a diverse range of post-secondary institutions across the Greater Vancouver Area. The findings reveal a spectrum of motivations driving CHL learners, as well as the unique challenges they face transitioning from K-12 to university contexts. Importantly, the research highlights how commodification shapes both learner experiences and institutional practices, framing students as consumers of educational services while presenting critical implications for policy, curriculum design, and pedagogical approaches. The insights gleaned from this research will not only enrich the academic discourse surrounding heritage language learning but also offer practical implications for stakeholders, including educators, program designers, instructors, learners, publication press, and potentially policymakers. Ultimately, this work contributes to the broader understanding of the Chinese language education, heritage language education, commodification of language education, particularly as it pertains to the diverse population of CHL learners within Canada and beyond.