Abstract This study investigates the perspectives of 28 Chinese heritage language (CHL) learners enrolled in a first-year heritage-track Chinese course at a private U.S. university. Using grounded theory methodology, the analysis identifies four major areas of insight: learners’ diverse, identity-driven goals; critical evaluations of instructional materials; preferred features for an ideal CHL textbook; and thematic interests in classroom topics. Findings reveal that CHL learners seek to reconnect with their heritage, strengthen overall language proficiency — including speaking — and acquire formal language skills to support academic and professional aspirations. While they appreciate the structure of the widely used L2-oriented textbook Integrated Chinese , they find its content to be too basic or misaligned with their needs. In contrast, supplementary materials are seen as more relevant but often too difficult without sufficient scaffolding. Learners envision an ideal textbook that includes advanced vocabulary and idiomatic expressions, culturally rich content, and formal language, supported by a scaffolded and user-friendly design. They are most engaged by topics reflecting real-life experiences, traditional and modern Chinese culture, and themes that affirm their bicultural identities. The voices of these learners underscore the need for recalibrated pedagogical materials responsive to their hybrid identities and linguistic profiles. The study highlights the importance of learner-centered design in CHL curriculum development.
Han Luo (Mon,) studied this question.