Reverse Transfer in Chinese Adolescents: Implications for Language and Cultural Identity Preservation

Abstract

This literature review examines the phenomenon of reverse transfer (RT) among Chinese adolescents, focusing on its implications for the preservation of their mother tongue and cultural identity. Reverse transfer, a subtype of cross-linguistic influence (CLI), occurs when a later-acquired language affects an earlier one, challenging the traditional view of language learning as unidirectional. The study of RT is particularly pertinent for Chinese adolescents, who are often exposed to multiple languages due to globalization and educational policies, potentially impacting their linguistic and cultural heritage. This article employs the method of a formal literature review. The review synthesizes recent research on RT among Chinese adolescents, with a focus on how additional languages, particularly English, influence their Mandarin proficiency. Findings suggest English has had a significant impact on the mother tongue of Chinese adolescents. Moreover, RT’s impact extends to cultural identity, with some adolescents navigating multicultural spaces effectively, while others experience cultural dissonance, suggesting RT’s role in shaping cultural self-perception and connections to Chinese heritage. The paper underscores the complexity of RT’s effects on language and cultural identity, highlighting the need for educational practices that support multilingual development without compromising the mother tongue. It concludes with a call for longitudinal studies to explore the long-term effects of RT on language and cultural identity among Chinese adolescents, aiming to inform language education and cultural preservation policies.