A STUDY EXPLORING THE RELATIONSHIP AMONG LANGUAGE, CULTURE, AND IDENTITY IN THE CONTEXT OF CHINESE TRANSNATIONAL ADOLESCENTS, EMPHASISING ITS IMPLICATIONS FOR LANGUAGE INSTRUCTION AND POLICY.

Abstract

Focussing on the consequences for language education and legislation, this research investigated the interaction amongst culture, language, and identity within the setting of Chinese transnational teenagers. How linguistic adaptability and multicultural competency were acquired by young person’s taught in both Chinese and foreign contexts was the focus of the study. Quantitative approaches based on random sampling were used to collect data, which was then analysed using descriptive and inferential statistics. Adolescents' language habits, learning choices, and identity formation were shown to be highly impacted by culture. People showed more cultural consciousness and flexibility when they kept using their native language even when they were exposed to other languages. Learners' inspiration, self-confidence, and feeling of affiliation were all positively affected by culturally sensitive language training, according to the research. Additionally, it demonstrated that acquiring a second language improved both schoolwork and integration into society. Incorporating students' cultural identities into language teaching approaches was a key finding for transnational teenagers. Both intercultural relationships and comprehension were improved when teachers recognised and celebrated their pupils' ethnic diversity. To foster complete growth and global competency amongst Chinese transnational youth, the research found that language education policy should prioritise multicultural inclusion and multilingual.