Introduction Since the 1990s, Mandarin has been increasingly used in Malaysian Chinese families, with the younger generation gradually shifting from viewing it as a heritage language to regarding it as their mother tongue. Against this backdrop, this study examines how emotional attachment to Mandarin (EA) shapes the cultural identity of Chinese heritage language learners (CHLLs) in Malaysian secondary schools. Methods A mixed-methods design was employed. A total of 297 CHLLs (aged 15–18) from national and private secondary schools completed an online questionnaire. In addition, 30 participants were purposively selected for semi-structured interviews and language portrait analysis to explore their language attitudes, learning motivations, and identity narratives. The study also examined language use across family, school, and community contexts. Key demographic variables included gender, age, and school type. Results The findings indicate that CHLLs in both public and private school systems demonstrate strong emotional attachment to Mandarin, which is widely perceived as a core marker of Chinese identity in Malaysia. At the same time, students navigate a multilingual environment in which Malay signifies national belonging, while English is associated with global mobility. Comparative analysis reveals nuanced differences: students in public schools tend to exhibit more comprehensive multilingual orientations, whereas those in private schools emphasize stronger cultural cohesion within the Chinese community. Discussion By integrating the psychosocial model with the theory of overseas Chinese identity, this study provides a comprehensive framework for understanding how emotional attachment to a heritage language contributes to cultural identity construction among overseas Chinese learners. However, the study is limited by its regional sample scope, cross-sectional design, and the potential influence of social desirability on qualitative responses.
Long Qian (Wed,) studied this question.