Overview

This book brings together new theoretical perspectives and bilingual education models from different sociopolitical and cultural contexts across the globe in order to address the importance of sociocultural, educational and linguistic environments that create, enhance or limit the ways in which diasporic children and young people acquire the ‘Chinese’ language. The chapters present a variety of research-based studies on Chinese heritage language education and bilingual education drawing on detailed investigations of formal and informal educational input including language socialization in families, community heritage language schools and government sponsored educational institutions. Exploring the many pathways of learning ‘Chinese’ and being ‘Chinese’, this volume also examines the complex nature of language acquisition and development, involving language attitudes and ideologies as well as linguistic practices and identity formation. Learning Chinese in Diasporic Communities is intended for researchers, teacher-educators, students and practitioners in the fields of Chinese language education and bilingual education and more broadly those concerned with language policy studies and sociolinguistics.

Full Product Details

Author:   Xiao Lan Curdt-Christiansen (University of Reading) ,  Andy Hancock (University of Edinburgh)
Publisher:   John Benjamins Publishing Co
Imprint:   John Benjamins Publishing Co
Volume:   12
Weight:   0.470kg
ISBN:  

9789027205308

ISBN 10:   9027205302
Pages:   243
Publication Date:   10 July 2014
Audience:   College/higher education ,  Professional and scholarly ,  Tertiary & Higher Education ,  Professional & Vocational
Format:   Paperback
Publisher's Status:   Active
Availability:   In stock  
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Table of Contents

1. Preface; 2. Contributors; 3. List of figures; 4. List of tables; 5. Introduction (by Curdt-Christiansen, Xiao Lan); 6. Part I. Family socialization patterns in language learning and literacy practices; 7. Chapter 1. Language socialization into Chinese language and Chineseness in diaspora communities (by Duff, Patricia A.); 8. Chapter 2. Family language policy: Is learning Chinese at odds with learning English? (by Curdt-Christiansen, Xiao Lan); 9. Part II. Complementary/heritage Chinese schools in diasporas; 10. Chapter 3. Chinese complementary schools in Scotland and the Continua of Biliteracy (by Hancock, Andy); 11. Chapter 4. Chinese heritage language schools in the United States (by Lu, Chan); 12. Chapter 5. Learning and teaching Chinese in the Netherlands: The metapragmatics of a polycentric language (by Li, Jinling); 13. Chapter 6. Language and literacy teaching, learning and socialization in the Chinese complementary school classroom (by Li Wei); 14. Part III. Bilingual Chinese educational models; 15. Chapter 7. Chinese Education in Malaysia: Past and Present (by Xiaomei, Wang); 16. Chapter 8. Conflicting goals of language-in-education planning in Singapore: Chinese character ( hanzi) education as a case (by Zhao, Shouhui); 17. Chapter 9. Chinese language teaching in Australia (by Chen, Shen); 18. Part IV. Chinese language, culture and identity; 19. Chapter 10. Speaking of identity?: British-Chinese young people's perspectives on language and ethnic identity (by Francis, Becky); 20. Chapter 11. Chinese language learning by adolescents and young adults in the Chinese diaspora: Motivation, ethnicity, and identity (by Li, Duanduan); 21. Index

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