This book explores the fascinating topic of heritage language learning, looking in particular at Chinese Australians’ learning of Chinese. The author studies the investment, challenges and benefits of heritage language learning across varied contexts including school, work, home and in the community. The book investigates how Chinese Australians navigate and negotiate their Chineseness and how resources are used to support their learning. The book is based on a mixed methods study which uses Bourdieu’s sociological theory, and offers implications for sociologists of language and education, Chinese heritage language learners and teachers, as well as language and cultural policy makers.

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This book is an excellent aid in highlighting issues that CHLL undergo as they constantly construct and reconstruct their ethnic identity and language learning processes. It can be beneficial to educators, scholars and language learners and will help CHLL educators of language courses construct better courses.