Journal of International Students 205
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jistudents.org Volume 4 • Issue 3
Peer Reviewed Article
ISSN: XXXXXXXXXXPrint/ ISSN: XXXXXXXXXXOnline
Volume 4, Issue XXXXXXXXXX), pp XXXXXXXXXX
©Journal of International Students
http:
jistudents.org
Between Ethnic and English Names: Name Choice for Transnational
Chinese Students in a US Academic Community
Wenhao Diao, PhD
The University of Arizona (USA)
Abstract
This article explores how transnational Chinese students negotiate identity options through name
choice while studying in the US. Name choice can discursively index membership in various
communities. Drawing on theories of heteroglossia (Bakhtin, 1981) and community of practices
(Lave and Wenger, 1991), this study examines how name choice becomes a site of identity
negotiation for transnational Chinese students who received their English names from ESL classes
in China. Using a qualitative approach, the analysis illustrates divergent patterns in name choice
among a group of transnational Chinese students within one academic community, and
demonstrates how membership in the community intersects with notions of cosmopolitanism to
affect their name choice. The findings shed light on the pedagogical practice of assigning English
names in ESL classrooms. They also call for future research to study the complex links between
Chinese students’ histories of engagement in such practices and their identity negotiation processes
when overseas.
Keywords: name choice, transnational Chinese students, community of practices, identity, English
as a second language
_______________________________________________________________________________
More and more Chinese students are pursuing education a
oad – especially in developed
Anglophone countries. Their sojourns overseas differ fundamentally from the typical study a
oad
experience of American students described in the applied linguistics literature (see a review in
Kinginger, XXXXXXXXXXIn this article I use the term “transnational Chinese students” to refer to this
group. These transnational students
ing with them their imaginations of the developed world, and
they often experience complex processes of identity negotiation while a
oad (Fong, XXXXXXXXXXThe
aim of this study is to explore such identity negotiation processes by examining a group of Chinese
students in one academic community in the US. Specifically the focus is on their choice between a
self-assigned English name and their Chinese given name. For sake of
evity and consistency, the
term “name choice” will be used in what follows to refer to the phenomenon in question.
206 Journal of International Students
Many educators and administrators in Anglophone countries may be quite familiar with the
phenomenon of transnational Chinese students a
iving on campus with self-assigned English
names in addition to their Chinese names. While in many cultures it is possible to have more than
one name over one’s lifespan, having multiple names simultaneously at a given time period is not
the usual situation for the majority of people. Scholars have investigated the use of multiple names
as a linguistic and social phenomenon. For instance, researchers have found that using alternative
names allows people to index and perform various identities in different communities, such as
“nicknames” among subcultural groups (Bie
ach & Birken-Silverman, 2007; Rymes, 1996) and
English names for “1.5-generation” immigrants (Thompson, XXXXXXXXXXHowever, scant attention has
een given to transnational Chinese students’ choice between their English and ethnic names.
Different from the Korean immigrants in Thompson’s study XXXXXXXXXXwho adopted their English
names at an early age, these Chinese students often receive their English names during adolescent
years through ESL learning experience. Their name choice is likely to be a decision that involves
more conscious identity negotiation processes in specific contexts.
This study attempts to understand how a group of Chinese students chose between their two
names in a US academic community. To conceptualize identity in relation to two linguistically
different names, I draw on Bakhtin’s notion of “heteroglossia” (Bakhtin, 1981) and the community
of practice (CoP) theory (Lave & Wenger, XXXXXXXXXXFrom the Bakhtinian perspective, identity is an
option that is emergent from negotiations. In our complexly stratified societies, each individual has
multiple – and sometimes contradictory – identities available to them (Norton, XXXXXXXXXXThe specific
identity option one makes in a given context must be a socially meaningful act to the community
and/or the individual (Pavlenko, XXXXXXXXXXIn addition, meanings of these identity options are often not
consistent across different contexts. They are disputed, negotiated, and reconstructed (Hopper,
XXXXXXXXXXTherefore, to capture the Chinese students’ processes of identity negotiation through their
name choices, it is important to understand how they interpret the different social nuances related to
their name choices in various cultural contexts and communities.
The CoP theory can help us further conceptualize their name choice in relation to the kind of
communities of which they are members. A CoP is a community in which members share a
common enterprise and social practices but not necessarily the same status. Identity thus should be
seen as membership in such a community. One’s membership status is shaped and in return shapes
their participation in the community’s practices. Thus, transnational Chinese students’ name choice
should be seen as practices situated in the specific communities that they belong to, such as the
academic community that is under investigation in this article.
The focus of the cu
ent study is the experience of identity negotiation through name choice
y a cohort of Chinese students in a graduate program in the US. Using ethnographic methods, I
examine how they understood the meanings of their two names in China and the US, and how they
make choices between their names within the community in the US. The findings are not intended
to be conclusive. Rather, the intention is to offer implications for researchers and language
educators to reflect upon how ideologies about target language communities can be shaped through
pedagogical practices such as assigning English names in ESL classrooms.
Journal of International Students 207
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Theoretical Frameworks
The goal of the study is to examine how transnational Chinese students’ negotiate their identities by
choosing between names in two languages. Drawing from Bakhtin’s XXXXXXXXXXtheory of
heteroglossia, each individual has multiple identities. Choice of identity through language is always
socially meaningful. Meanings of a certain identity choice are not static. They are fluid and
emergent from social actions – especially through linguistic practices (Bucholtz & Hall, 2005).
They are linked both to the past and to the individual speaker (Bakhtin, XXXXXXXXXXIdentity choices
emerge from negotiations in ways that reflect individuals’ pasts and their assessment of the present
– which includes their interlocutors (Hopper, XXXXXXXXXXBecause social meanings can be disputed,
identity choice reflects “a perpetual tension between self-chosen identities and others’ attempt to
position them differently” (Bakhtin, XXXXXXXXXXPavlenko and Blackledge XXXXXXXXXXfurther theorize that
the relationship between language and identity options includes the following four aspects:
1) Linguistic and identity options are limited within particular socio-historic contexts …; 2)
Diverse identity options and their links to different language varieties are valued differently
and that sometimes it is these links rather than the options per se that are contested and
subverted; 3) Some identity options may be negotiable, while others are either imposed (and
thus non-negotiable) or assumed (and thus not negotiated) .…; 4) Individuals are agentive
eings … which allows them to resist identities that position them in undesirable ways,
produce new identities, and assign alternative meanings to the links between identities and
linguistic varieties. (p. 27)
The statement above illuminates the complexity of identity choices that are made possible by
different languages. These choices involve both subjectivity and inter-subjectivity. They are
connected to individuals’ histories and are negotiated with other people in specific contexts. When
Chinese students a
ive in Anglophone countries and join new academic communities, they
encounter cultural contexts where meanings of their name choice can no longer be the same.
To further understand transnational Chinese students’ name choice, I also follow the theory
of CoP (Lave & Wenger, 1991) and situate their identity negotiations within specific communities.
CoP refers to a group of people who share a common enterprise and ways of doing things (Lave &
Wenger, XXXXXXXXXXFrom this perspective, identity is defined as one’s membership status in a certain
community, which is formed through engagement in shared practices as well as the endeavor with
other members. These practices may include ways of talking, beliefs, values, and power relations
(Eckhert & McConnell-Ginet, XXXXXXXXXXMembers of the same community also share understanding
concerning these practices and what they mean in their lives and for their community (Lave &
Wenger, 1991, p XXXXXXXXXXHowever, they often do not share the same level of participation and their
membership statuses differ (Eckert, XXXXXXXXXXConstruction of a certain identity, therefore, is a process
of moving from legitimate peripheral participation towards central membership through
participating in these socially meaningful practices (Lave & Wenger, 1991).
The CoP theory has generated a profound impact on the line of research that examines
language and identity. Scholars have used it as an interpretive framework to study individuals who
have crossed national borders such as immigrants (e.g., Han, 2009; Norton, 2000) and overseas
sojourners (e.g., Gao, 2011; Jackson, 2008; Kinginger, XXXXXXXXXXIndeed, the act of border crossing
entails a spatial discontinuity and a temporal continuity from one’s past. For each individual who
has moved to a different country, the context within which meaning is interpreted includes not only
208 Journal of International Students
the physical location but also his/her personal histories and those of their interlocutors. Individuals
therefore have to “reposition,” “reimage” and “refashion” their identities in the new environment
(Blackledge & Pavlenko, 2001).
These theoretical perspectives contribute to the design of the cu
ent study. Based on these
theories, having two names can be seen as having different options that are socially meaningful for
transnational Chinese students. Their choices are reflective of the negotiations of identity that
emerge as they move from old communities in China to new ones overseas. The goal of this study
is to examine how a group of transnational Chinese students chose between their English and ethnic
names and negotiate their identity options.
The research questions are:
1) How did these transnational Chinese students