Research Article
Negotiating “Glocal” Identity Through Cantonese–English Translanguaging: A Qualitative Study of Hong Kong Youth’s Instagram Posts in Leisure and Academic Contexts
Qiu Zikai*
Issue:
Volume 14, Issue 3, June 2026
Pages:
86-95
Received:
12 April 2026
Accepted:
26 April 2026
Published:
11 May 2026
DOI:
10.11648/j.ijll.20261403.11
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Abstract: Globalization, localization, and post-1997 socio-political change has jointly reshaped Hong Kong’s linguistic ecology, yet little qualitative work has examined how young Hongkongers negotiate these tensions on image-centred platforms such as Instagram. To address this gap, this qualitive multimodal study explores how Hong Kong youth negotiate a “glocal” identity on Instagram through the strategic interplay of Cantonese and English languages and multimodal symbols (emojis, hashtags, images) to balance the inheritance of local culture, the demands of globalization, and the resistance to cultural homogenization. Focusing on two contrasting domains: leisure life (e.g., diet and entertainment) and academic life (e.g., exam pressure and graduation ceremonies), the study employs critical discourse analysis and multimodal social semiotics methods to analyze 15 purposefully selected posts by Hong Kong youth users. The findings reveal that in leisure contexts, Cantonese–English translanguaging innovates local symbols through cultural translation, reinforcing local belonging. In academic contexts, English terms internalize global academic hegemony, while Cantonese emotional expression and humorous symbols deconstruct its oppressiveness. Users systematically avoid Mandarin and strategically deploy the international legitimacy of English and the local authenticity of Cantonese to negotiate the dual pressures of mainland cultural infiltration and global academic norms. The study offers a fine-grained qualitative insight that complements existing large-scale work on Hong Kong digital multilingualism, and indicates that translanguaging is not merely a communicative tool but a micro-political practice of identity negotiation, providing a new perspective for digital identity work in multilingual societies.
Abstract: Globalization, localization, and post-1997 socio-political change has jointly reshaped Hong Kong’s linguistic ecology, yet little qualitative work has examined how young Hongkongers negotiate these tensions on image-centred platforms such as Instagram. To address this gap, this qualitive multimodal study explores how Hong Kong youth negotiate a “gl...
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Research Article
Research on the Acquisition Sequence of the Multifunctional Word “ Lai ” Among Foreign Students
Haiqiang Tu*,
Zhiyao Li,
Fei Zhao,
Jiayi Wang
Issue:
Volume 14, Issue 3, June 2026
Pages:
96-108
Received:
22 April 2026
Accepted:
2 May 2026
Published:
14 May 2026
DOI:
10.11648/j.ijll.20261403.12
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Abstract: The multifunctional word “ Lai ” (来) [come] possesses complex semantic and part-of-speech diversity, presenting significant comprehension difficulties and resulting in frequent errors among foreign students. This study employs a combined methodology integrating single-criterion and multi-criteria standards. First, two acquisition sequences were established using a direct sorting method based on the relative frequency of correct usage and the output rate of “Lai.” Second, the third acquisition sequence was generated by using implicational scaling. Following this, correlation tests were conducted on these three sequences, followed by a pairwise combination approach to generate three additional sequences. Finally, a comprehensive scoring method was applied to determine the most statistically valid acquisition sequence for learners of Chinese, which is: Lai 1 > Lai 4 > Lai 2 > Lai 3 > Lai 8 > Lai 7 > Lai 6 > Lai 5. Among these, Lai 1, Lai 4, and Lai 2 are identified as the most easily acquired senses; Lai 3 and Lai 8 are moderately accessible; and Lai 7, Lai 6, and Lai 5 represent the most difficult senses to acquire. By analyzing the semantic acquisition of the multifunctional word “ Lai ” through the HSK Interlanguage Corpus, this study establishes a definitive acquisition order to facilitate Chinese language pedagogy and minimize learner errors.
Abstract: The multifunctional word “ Lai ” (来) [come] possesses complex semantic and part-of-speech diversity, presenting significant comprehension difficulties and resulting in frequent errors among foreign students. This study employs a combined methodology integrating single-criterion and multi-criteria standards. First, two acquisition sequences were est...
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