Chinese Heritage Language Learning

2017 ◽  
pp. 409-422 ◽  
Author(s):  
Patricia A. Duff ◽  
Yongcan Liu ◽  
Duanduan Li
Keyword(s):  
Language Learning ◽  
Heritage Language ◽  
Heritage Language Learning ◽  
Chinese Heritage Language

Effect of home background on advanced heritage language learning

2013 ◽  
Vol 2 (2) ◽  
pp. 193-220 ◽  
Author(s):  
Yun Xiao
Keyword(s):  
Language Learning ◽  
Heritage Language ◽  
Morphological Marker ◽  
Important Indicator ◽  
Advanced Level ◽  
Essay Writing ◽  
Heritage Language Learning ◽  
Chinese Heritage Language ◽  
Writing Task ◽  
Home Background

AbstractUsing a detection test and an essay writing task, this study investigates the effect of home background on Chinese heritage language (CHL) learning and attainment at the advanced level. By examining the participants' use of target morphological marker le and discourse features, the study shows that, compared with their non-HL counterparts, advanced college CHL learners used the morphological marker le more frequently and more appropriately, and older CHL arrivals performed better than younger arrivals. Results of the essay writing task show that, compared with their non-HL counterparts, the older CHL arrivals did significantly better, while the younger arrivals did marginally better. The data support previous findings that early exposure to a language has undeniable positive effect on subsequent learning and that immigrant HL learners' age of arrival is an important indicator of attainment of competence at the advanced level.

scholarly journals Identity construction in Chinese heritage language classes

Pragmatics ◽  
2004 ◽  
Vol 14 (2-3) ◽  
pp. 199-216 ◽  
Author(s):  
Agnes Weiyun He
Keyword(s):  
Language Learning ◽  
Identity Construction ◽  
Heritage Language ◽  
Anthropological Perspective ◽  
Specific Language ◽  
Heritage Language Learning ◽  
Language Classes ◽  
Chinese Heritage Language

From an interactionally enriched linguistic anthropological perspective, this article promotes the view that identity is indexical with specific sets of acts and stances, which in turn are constructed by specific language forms. Based on detailed sequential and grammatical analyses of data from Chinese heritage language classes, it argues that identity is dynamic, constantly unfolding along with interaction, and thus has the potential to shift and mutate. It positions identity as emerging through co-participants’ responses and reactions and thus as an intersubjective and reciprocal entity. It further suggests that identity construction is intricately linked with heritage language learning.

Epistemic stance in Chinese heritage language writing – A developmental view

2017 ◽  
Vol 6 (1) ◽  
pp. 73-102 ◽  
Author(s):  
Yang Xiao-Desai ◽  
Ka F. Wong
Keyword(s):  
Language Learning ◽  
Heritage Language ◽  
Pragmatic Competence ◽  
Learning Context ◽  
Pragmatic Development ◽  
Learner Corpus ◽  
Epistemic Stance ◽  
Heritage Language Learning ◽  
Language Writing ◽  
Chinese Heritage Language

AbstractDrawing on data from a learner corpus of blogs, this study explores epistemic expressions used in Chinese heritage language (CHL) writing from a developmental perspective, and aims to provide a better understanding of pragmatic development in heritage language learning context. A total of 6,511 blog entries written by 266 heritage learners from four different proficiency levels were analyzed cross-sectionally. The findings revealed three notable developmental patterns in CHL learners’ use of epistemic markers (EMs): 1) a rapid increase in the frequency and diversity of EMs at the beginning of CHL curriculum, 2) a period of stability from the second quarter onward, and 3) a divergence of frequency and diversity at the advanced level, whereby the diversity of EMs increased again, but the overall frequency of EMs remained unchanged. Significant developmental variability was also found between grammatical sub-groups of epistemic markers. Overall, the study shed light on the development of CHL learners’ pragmatic competence, and demonstrated the effectiveness of learner corpora as a research tool for studies of pragmatics learning.

scholarly journals Rethink about Heritage Language Learning: A Case Study of Children’s Mandarin Chinese learning at a Community Language School in Ontario, Canada

2017 ◽  
Vol 19 (1) ◽  
pp. 4 ◽  
Author(s):  
Xiaoxiao Du
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
Heritage Language ◽  
Literacy Learning ◽  
Daily Basis ◽  
Knowledge Mobilization ◽  
Heritage Language Learning ◽  
Children's Literacy ◽  
And Migration

On-going knowledge mobilization and migration take place on a daily basis in the globalized world. Canada is a multilingual and multicultural country with a large number of visitors and immigrants. One in five Canadian speaks a foreign language other than English and French (Postmedia News, 2012). This case study examined six-year-old Chinese children’s heritage language learning in a community school from multiliteracies perspective using observations, interviews, and artefacts to understand children’s literacy learning. The findings indicated that Chinese children’s literacy learning was not in the traditional repetitive way but involved multimodal communication at school. Useful implications are made for heritage language educators regarding ways to support meaningful heritage language teaching and learning.  

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