Drawing on Pierre Bourdieu’s reflexive sociology, the author examines Chinese-Australian young adults’ learning of Chinese as a heritage language, to illustrate how they negotiate their Chineseness and shape and are shaped by language when crossing geographical and cultural borders. He considers the reasons behind social practices related to language learning in the domestic sphere, schools, communities, work, and everyday life in Australia, China, and elsewhere, as well as the challenges and benefits of this learning. He describes the Australia’s transition from a racist colony to a multicultural society, also discussing cultural and language policies, Chinese immigrants in Australia, and the Chinese community of Sunnybank; Chinese heritage; language learning and learners in the West; and Chinese-Australian learners’ identity construction through their commitment to Chinese heritage language learning, the meaning derived, the tensions and sociolinguistic complexities involved, the idea of Chineseness, and implications for research and practice. Distributed in the US by UTP Distribution. Annotation ©2015 Ringgold, Inc., Portland, OR (protoview.com)