Identity formation, reformation, and development of teachers of Chinese in a community-based heritage language school

2022 ◽  
pp. 1-24
Author(s):  
Nuoyi Yang ◽  
Francois Victor Tochon
Keyword(s):  
Identity Formation ◽  
Heritage Language ◽  
Community Based ◽  
Language School ◽  
Heritage Language School

Multiple Schools, Languages, Experiences and Affiliations: Ideological Becomings and Positionings

2007 ◽  
Vol 5 (1) ◽  
pp. 50-78
Author(s):  
Mary H. Maguire ◽  
Xiao Lan Curdt-Christiansen
Keyword(s):  
Heritage Language ◽  
Code Switching ◽  
Chinese Children ◽  
Sense Of Agency ◽  
Persuasive Discourse ◽  
Language School ◽  
Ideological Becoming ◽  
Ideological Resources ◽  
Internally Persuasive Discourse ◽  
Heritage Language School

This article focuses on the identity accounts of a group of Chinese children who attend a heritage language school. Bakhtin’s concepts of ideological becoming, and authoritative and internally persuasive discourse, frame our exploration. Taking a dialogic view of language and learning raises questions about schools as socializing spaces and ideological environments. The children in this inquiry articulate their own ideological patterns of alignment. Those patterns, and the children's code switching, seem mostly determined by their socialization, language affiliations, friendship patterns, family situations, and legal access to particular schools. Five patterns of ideological becoming are presented. The children’s articulated preferences indicate that they assert their own ideological stances towards prevailing authoritative discourses, give voice to their own sense of agency and internally persuasive discourses, and respond to the ideological resources that mediate their linguistic repertoires.

scholarly journals Evidentiality and morality in a Korean heritage language school

Pragmatics ◽  
2004 ◽  
Vol 14 (2-3) ◽  
pp. 235-256 ◽  
Author(s):  
Adrienne Lo
Keyword(s):  
Heritage Language ◽  
Moral Evaluation ◽  
Epistemic Stance ◽  
Language School ◽  
Degree Of Certainty ◽  
High Degree ◽  
Social Act ◽  
Heritage Language School

Previous work on Korean grammar has claimed that one person can not have access to another person’s thoughts, feelings or sensations, as indicated by the use of evidential markers. By looking at cases in which a teacher at a Korean heritage language school claims to read her students’ minds with a high degree of certainty, I demonstrate how expressions of epistemic stance relate to moral evaluation. Speakers portray their access to the thoughts and sensations of individuals who they deem morally worthy as more distant and uncertain. When individuals are evaluated as morally suspect, however, speakers represent these persons’ emotions, thoughts and sensations as self-evident displays of affect. This paper thus argues that evidential marking in Korean interaction is a social act through which interlocutors morally evaluate others.

A Comparative Study on the Curriculum in the Community-Based Chinese Heritage Language (CHL) Schools and Dual Language Immersion (DLI) Program

2021 ◽  
pp. 1170-1227
Author(s):  
Shizhan Yuan
Keyword(s):  
Social Studies ◽  
Extracurricular Activities ◽  
Heritage Language ◽  
Local Community ◽  
Language Immersion ◽  
Cultural Learning ◽  
Community Based ◽  
The Social ◽  
The Us ◽  
Chinese Heritage Language

This chapter compares and contrasts the curriculum, pedagogy, instructional materials, and extracurricular activities in a community-based CHL school and a Chinese-English DLI program in a southeast state of the US to discern how each is promoting Chinese immigrant children's heritage language and cultural learning. The author also explored how each school was supported by the local community. The result of this study indicates that the curriculum of the community-based CHL school was more focusing on teaching heritage culture as well as the reading and writing of Chinese words. In the Chinese-English DLI program, its cultural study curriculum in the social studies classes was more focused on the US citizenship education. However, in the social studies classes, teachers in the DLI program were able to integrate more Chinese literacy learning activities into the subject content instruction.

Resisting and Reversing Language Shift: Heritage-Language Resilience among U.S. Native Biliterates

2001 ◽  
Vol 71 (4) ◽  
pp. 676-709 ◽  
Author(s):  
Lucy Tse
Keyword(s):  
Cultural Identity ◽  
Identity Formation ◽  
Heritage Language ◽  
Literacy Environment ◽  
Language And Culture ◽  
Social Nature ◽  
The Social ◽  
Biliteracy Development ◽  
Literacy Environments ◽  
Cultural Identity Formation

In this article, Lucy Tse examines the experiences of one group of U.S. native bilinguals who have managed to develop high levels of literacy in both English and their home or "heritage" language (HL). This unique group has defied the typical pattern among U.S. minority language speakers of losing the home language while learning English. The results show that biliteracy development is aided by the coexistence of two sets of factors related to a) language vitality and b) literacy environment and experiences. Participants had high levels of perceived language vitality resulting from parental, institutional, and peer support, which helped in their formation of a social identity inclusive of their heritage language and culture. Having access to HL literacy environments and guidance from more literate adults and peers allowed the participants to observe the use of HL literacy in meaningful and socially important ways. Tse discusses these and other results in terms of social and cultural identity formation, literacy access and practices, and the social nature of literacy development. (pp. 677–709)

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