Chapter 5: Identity Conflicts and Negotiations of Chinese English-as-a-New Language Children

This study attempted to explore the language transition of a mobile international student/visiting scholar population through the theoretical lens of identity. Using a comparative case study method, this study unveiled identity conflicts in the contexts of home and school through two Chinese English-as-a-new-language (ENL) children’s stories. To cope with the conflicts, these children adopted strategies to integrate different expectations from home and school into their identity negotiations. Implications for practice and future research are included to help understand the diversity among ENL children and to uncover ways to help these children develop multiple and harmonious identities while valuing the children’s own voices.