Learning Chinese in diasporic communities : many pathways to being Chinese / edited by Xiao Lan Curdt-Christiansen, Andy Hancock ; Louise Archer [and sixteen others], contributors.

Format:

Book

Contributor:

Curdt-Christiansen, Xiao Lan, editor.

Hancock, Andy (Lecturer), editor.

Archer, Louise, contributor.

Series:

AILA applied linguistics series ; Volume 12.

AILA Applied Linguistics Series, 1875-1113 ; Volume 12

Language:

English

Subjects (All):

Chinese language--Study and teaching--Foreign speakers.

Chinese language.

Chinese diaspora.

Physical Description:

1 online resource (259 pages) : illustrations.

Edition:

1st ed.

Place of Publication:

Amsterdam, Netherlands ; Philadelphia, Pennsylvania : John Benjamins Publishing Company, 2014.

Language Note:

English

Summary:

Issues connected with motivation, ethnicity, and identity among adolescent and young adult heritage language learners are the subject of a growing amount of research in diaspora communities. However, until recently, this research has tended to be quantitative, and the constructs were theorized and operationalized in a categorical or essentialist manner. This chapter aims to (1) describe some of the changes in theory that are relevant to Chinese heritage language (CHL) learning, seeing it as a much more dynamic, multilingual, nonlinear, and contingent process; (2) review recent research examining these socio-affective factors among CHL learners; (3) present a study on the longitudinal trajectories, motivations, and identities of four individuals learning CHL in a Western Canadian university program; and (4) consider implications of this work for improving curriculum, pedagogy, learning materials, and policies.

Contents:

Learning Chinese in Diasporic Communities

Editorial page

Title page

LCC data

Table of contents

Preface

Contributors

List of figures

List of tables

Introduction

Aims of the Book

Rationale of the book

Structure of the book

References

Part I. Family socialization patterns in language learning and literacy practices

Language socialization into Chinese language and "Chineseness" in diaspora communities

Language socialization: Negotiating languages and identities in diaspora settings and discourses

Research on LS in Chinese families

Code-switching and forms of address

Shaming

Narrativity

Dinnertime discourse: Speaking in (and about) good taste

Socialization through other semiotic resources, networks, and activities

LS in international adoptive families

Conclusion

Family language policy

Part II. Complementary/heritage Chinese schools in diasporas

Chinese Complementary Schools in Scotland and the Continua of Biliteracy

The Chinese school and the community

Scottish education system

Continua of biliteracy

Contexts of biliteracy

Content of biliteracy

Media of biliteracy

Development of biliteracy

Chinese Heritage Language Schools in the United States

Background of Chinese heritage language schools in the U.S.

Current environment for Chinese heritage language schools in the U.S.

A Case of Chinese heritage language learners in the U.S.

Methods

The City

The Chinese school

Students' profiles

Parents' profiles

Teachers' profiles

Curriculum, instruction and assessment

Discussion and suggestions for enhancing CHL schools

Learning and teaching Chinese in the Netherlands

Introduction.

Theoretical framework: Metapragmatics, polycentricity and Chinese

China and the Chinese diaspora in the Netherlands

A Chinese complementary school in the Netherlands

Methodology

The metapragmatics of sociolinguistic transformation

Conclusions

Acknowledgements

Transcription conventions

Language and literacy teaching, learning and socialization in the Chinese complementary school classroom

Complementary schools for the Chinese diasporic communities

Changing hierarchies of the Chinese language and implications for Chinese complementary schools in Britain

The present study

Ideological and literacy socialization

Shifting power, changing language

Pedagogical tensions

Socializational teaching and identity negotiation

Summary and conclusion

Part III. Bilingual Chinese educational models

Chinese Education in Malaysia

Chinese education in dialects and old-style Sishu before the 20th Century

Chinese education in Mandarin and the new-style schools in early 20th Century

Localization of Chinese education in the 1950s

The evolution of Chinese schools in the 1960s and 1970s

KBSR and teaching simplified Chinese characters and Hanyu pinyin in the 1980s

Chinese education after the 1990s

Present situation of Chinese education in Malaysia

Concluding remarks

Conflicting goals of language-in-education planning in Singapore

Recent development of Chinese language education: The modular curriculum

Chinese language education: A missing link between culture transition and hanzi study

Hanzi as a cultural phenomenon

Bearer of Chinese culture

Totem of spiritual expression

Genre of indigenous art (Calligraphy)

Unifier of linguistically heterogeneous groups

Cultivator of personalities.

Paradoxical narrative in official documents: An inter-textual analysis

Teachers' and students' perceptions of hanzi and hanzi education

Student and teacher survey

Interest in hanzi

Practical functions of hanzi

Cultural-aesthetic values of hanzi

Students' self-assessment of hanzi-related abilities

Correlations between student variables

Teacher interview: Focus Group Discussion (FGD)

Classroom observation

Conclusion and implications

Acknowledgment

Chinese language teaching in Australia

Chinese migrants in Australia

Australia's policy on multiculturalism

Australia's policy on Asian languages

Chinese Community Schools in Australia

Early Chinese community schools (1900-1990)

Recent development in Chinese community schools - the case of Xinjinshan School

Chinese programs in mainstream schools

Getting started

Chinese language teaching materials and syllabi in mainstream schools

Differentiated learners in mainstream schools

A critique of Chinese syllabus in NSW

Syllabus content

Teaching resources and support

Teaching method

Part IV. Chinese language, culture and identity

Speaking of identity?

Conceptual background

Constructions of the import of speaking Chinese

Language and identity

On not learning Chinese

Discussion

Chinese language learning by adolescents and young adults in the Chinese diaspora

Examining linguistic and cultural "inheritance" and trajectories in CHL

Motivation, identity, agency, and autonomy: New directions in CHL research

The study

Findings

Amy and Flora: "Traditional" HL learners in Canada

Katie and Tony: "Nontraditional" HL learners in Canada

References.

Index.

Notes:

Bibliographic Level Mode of Issuance: Monograph

Includes bibliographical references at the end of each chapters and index.

Description based on print version record.

ISBN:

9789027270245

9027270244

OCLC:

881607419