Varghese, Manka M.Zhong Xu, Ana2020-08-142020-08-142020-08-142020ZhongXu_washington_0250O_21901.pdfhttp://hdl.handle.net/1773/45963Thesis (Master's)--University of Washington, 2020This project explores the connection between language and identity in heritage speakers—particularly as it pertains to their language practices and how they engage in these practices to navigate spaces and build a sense of identity. Data was gathered by interviewing six adult heritage speakers in four different countries—China, Panama, Kenya, and the United States. The findings suggest that heritage speakers engage in translanguaging practices to navigate spaces and negotiate their identity in different contexts. These identities are not fixed but fluid and shifting across settings, built not only on individuals’ choices but also on the social perceptions ascribed to them. Given the impact that social reactions to heritage speakers’ languages have on their identity formation, I propose that in order to ensure a more equitable and culturally sustaining education for students, educators need to first gain awareness of their position towards students’ languages and then move towards embracing these languages in the classroom. One way in which they can do this is by adopting the position of learners of their student’s languages and cultures.application/pdfen-USnoneHeritage SpeakerIdentityLanguageTranslanguagingLanguageEducation - SeattleThesis