ABSTRACT
The notion of "Chinese-heritage learners" is at best a shorthand to denote a great diversity of learners who are in one way or another seen as sharing some "Chinese-ness". One convergent theme emerging from these chapters is the importance to document and theorize the individual trajectories and life stories of Chinese-heritage learners and their migrant experiences. Another emerging theme is the rising aspirations of Chinese-heritage learners to acquire international education as a marker of global citizenship. Many Chinese students leave their familiar sociocultural environments to pursue English medium higher education, and face different challenges of cultural adaptation and clashes of worldviews, whether it is in Hong Kong, Japan, or New Zealand. Future research would need to look at alternative forms of transnationalism that does not hinge on mastery of one single language. Educational linguists and language education researchers might find it fruitful to join hands with critical cultural studies scholars and linguistic ethnographers of youth.
