The Teaching of Chinese to Heritage Language Learners at the Post-Secondary Level

2016 ◽  
pp. 167-194 ◽  
Author(s):  
Xuehua Xiang
Keyword(s):  
Language Learners ◽  
Heritage Language ◽  
Secondary Level ◽  
Heritage Language Learners ◽  
Post Secondary

"There is no space for being German": Portraits of Willing and Reluctant Heritage Language Learners of German

2010 ◽  
Vol 7 (2) ◽  
pp. 162-182 ◽  
Author(s):  
Roswita Dressler
Keyword(s):  
Case Studies ◽  
Language Learners ◽  
Heritage Language ◽  
Secondary Level ◽  
Significant Part ◽  
Heritage Language Learners ◽  
Post Secondary ◽  
Language Identity ◽  
German Speaking ◽  
German Speaking Country

Some heritage language learners (HLLs) are comfortable identifying themselves as such, while others are decidedly reluctant to adopt this term (Piño & Piño, 2000). HLLs in this paper are defined as those students having a parent or grandparent who speaks German or those who have spent a significant part of their childhood in a German-speaking country (as suggested in Beaudrie & Ducar, 2005, p. 13). This paper highlights case studies of six HLLs of German at the post-secondary level who are participants in a motivation study (Dressler, 2008). Three students are ‘willing’ HLLs. The additional three case studies are of students that I will call ‘reluctant’ HLLs of German, and this paper explores the reasons behind their reluctance and the components of self-identification, which include language identity (Block, 2007; Pierce, 1995); language expertise; affiliation and inheritance (Leung, Harris, & Rampton, 1997); cultural artifacts (Bartlett, 2007) and positioning (Block, 2007).

scholarly journals Salinlahi III: An Intelligent Tutoring System for Filipino Heritage Language Learners

2015 ◽  
Author(s):  
Ralph Vincent Regalado ◽  
Michael Louie Boñon ◽  
Nadine Chua ◽  
Rene Rose Piñera ◽  
Shannen Rose Dela Cruz
Keyword(s):  
Language Learners ◽  
Heritage Language ◽  
Intelligent Tutoring ◽  
Intelligent Tutoring System ◽  
Heritage Language Learners ◽  
Tutoring System

College Chinese Heritage Language Learners’ Implicit Knowledge of Compound Sentences

2014 ◽  
Vol 11 (1) ◽  
pp. 45-75 ◽  
Author(s):  
Lihua Zhang
Keyword(s):  
Language Learners ◽  
Heritage Language ◽  
Native Speakers ◽  
Implicit Knowledge ◽  
Judgment Task ◽  
Heritage Language Learners ◽  
Foreign Language Learners ◽  
Overall Performance ◽  
Preliminary Study ◽  
Chinese Heritage Language

This preliminary study investigates beginning college Chinese heritage language learners (CHLLs)’ implicit knowledge of compound sentences with pairs of correlatives. Drawing on Valdés’s (2005) categorization of HLLs as L1 speakers and HLLs as L1/L2 users, the study examines CHLLs’ ability to comprehend compound sentences with pairs of correlatives, as well as their comprehension level as compared to native Chinese language speakers and Chinese foreign language learners (CFLLs). The study also examines the characteristics of CHLLs’ implicit knowledge of compound sentences. The data was collected using an acceptability judgment task. The CHL subjects’ overall performance was somewhere between that of native speakers and CFLLs who had studied Chinese for two years. Their performance shows that their comprehension of compound sentences acquired before the onset of learning English at the age of 4 or 5 was retained and even somewhat developed. This is because CHL subjects still received some amount of input from home and community Chinese schools even though they favored English over Chinese. The findings on CHLLs’ linguistic habitus can inform and frame CHLLappropriate pedagogies that exploit their implicit knowledge and systematically build on it.

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