Overview

Full Product Details

Author:   Sara Ganassin
Publisher:   Multilingual Matters
Imprint:   Multilingual Matters
Dimensions:   Width: 15.60cm , Height: 1.40cm , Length: 23.40cm
Weight:   0.379kg
ISBN:  

9781788927222

ISBN 10:   1788927222
Pages:   200
Publication Date:   06 April 2020
Audience:   College/higher education ,  Professional and scholarly ,  Postgraduate, Research & Scholarly ,  Professional & Vocational
Format:   Hardback
Publisher's Status:   Active
Availability:   In Print  
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Table of Contents

Chapter 1. Introduction Chapter 2. Constructing the Term ‘Chinese’ Chapter 3. Research Design Chapter 4. Chinese Community Schools: ‘Spaces for People to Come Together and Learn from Each Other’ Chapter 5. One of Many Chinese Heritage Languages: ‘I Can’t Speak Mandarin but When I Speak Cantonese People Think that I am Local’ Chapter 6. Teaching ‘Real’ Chinese Culture: The Fable of the Frog at the Bottom of the Well Chapter 7. Fluidity and Complexity in Pupils’ Chinese Identities: ‘I am Happy to be Chinese’ Chapter 8. Conclusions

Reviews

Sara Ganassin has produced an original and highly sensitive account of the lives and experiences of children attending Chinese community schools in England. She examines how the multiplicity of meanings, identities and positionings associated with being Chinese are managed and negotiated by children, parents and teachers, and how community schools provide rich sites for intercultural encounters. Ganassin is to be congratulated on producing such a valuable and insightful study. * Martyn Barrett, University of Surrey, UK * An insightful study showing the complex role of Mandarin Chinese as a factor of unity and of tension for diverse British residents of Chinese heritage. It illuminates the power of regional Chinese languages and cultures that demand ongoing negotiation of an intercultural identity within the frame of being Chinese. This is a valuable resource for researchers, course planners and teachers in Chinese and other world languages. * Jane Orton, The University of Melbourne, Australia *

Author Information

Sara Ganassin is a Lecturer in Applied Linguistics and Communication at Newcastle University in the UK. She holds a PhD in Education from Durham University. Her research interests include heritage language learning and teaching, migrant and refugee communities, and internationalisation and mobility. Sara has also worked for seven years in the voluntary sector as project coordinator and researcher with migrant and refugee women and young people.

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