Stakeholder Views on the Roles, Challenges, and Future Prospects of Korean and Chinese Heritage Language-Community Language Schools in Phoenix: A Comparative Study

2011 ◽  
Vol 8 (3) ◽  
pp. 359-384
Author(s):  
Byeong-keun You ◽  
Na Liu
Keyword(s):  
Comparative Study ◽  
Ethnic Groups ◽  
Parental Support ◽  
Heritage Language ◽  
Community Schools ◽  
Future Prospects ◽  
Chinese Heritage Language ◽  
Teachers And Parents ◽  
The Phoenix ◽  
Community Language

This study examines stakeholders’ perspectives on Korean and Chinese heritage language and community language (HL-CL) schools and education in the Phoenix Metropolitan Area, Arizona. It investigates and compares the roles, major challenges, and future prospects of Korean and Chinese HL-CL schools as viewed by principals, teachers, and parents. To conduct the comparative study, surveys were administered among Korean and Chinese teachers and parents from five Korean and five Chinese HL-CL schools in the Phoenix area. In an effort to strengthen the study’s validity, we also chose two Korean and two Chinese community schools to conduct in-depth interviews with school administrators, teachers, and parents. The findings of this study show that both Korean and Chinese stakeholders viewed the HL-CL schools and their education as very important not only for maintaining children’s HL-CL, but also to help them build a positive sense of cultural and ethnic identity. The findings also demonstrate that the schools face challenges of a high teacher turnover rate, teacher shortage, and lack of parental support. Despite the challenges, both ethnic groups’ stakeholders expressed strongly optimistic views on the future prospects of their HL-CL schools. This study is significant because few previous studies extensively compared HL-CL schools in the two ethnic groups’ community schools. The study also deepens the understanding of the stakeholders’ perspectives of HL-CL schools and their education in the two communities.

The Impact of Home Language and Literacy Support on English-Chinese Biliteracy Acquisition among Chinese Heritage Language Learners

2011 ◽  
Vol 8 (2) ◽  
pp. 199-235
Author(s):  
Chan Lü ◽  
Keiko Koda
Keyword(s):  
Heritage Language ◽  
Literacy Skills ◽  
Vocabulary Knowledge ◽  
Home Language ◽  
Language And Literacy ◽  
Literacy Support ◽  
Oral Vocabulary ◽  
Chinese Heritage Language ◽  
The Impact ◽  
At Home

Studies on monolingual children have shown that home language and literacy support is crucial in children's early literacy acquisition. However, such support has not been examined as thoroughly among bilingual children, including heritage speakers. This study investigated the effect of home language and literacy support on important precursors of literacy skills including oral vocabulary knowledge, phonological awareness, and decoding skill in English and Chinese, among a group of 37 Chinese heritage language (CHL) learners. Our results suggest that the use of Chinese at home supported children's language and literacy skills in Chinese, especially their oral vocabulary knowledge; support of learning Chinese at home did not hinder children's acquisition of literacy skills in English. Implications for parents and teachers of CHL learners in relation to their biliteracy learning are discussed.

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.

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.

Ethnic Recognition Under Minority Rule in Ethiopia

2020 ◽  
pp. 136-158
Author(s):  
Elisabeth King
Keyword(s):  
Ethnic Groups ◽  
Future Prospects ◽  
Minority Leadership ◽  
Ethnic Federalism ◽  
First Time

This chapter examines the adoption and effects on peace of past non-recognition and contemporary ethnic recognition under minority rule in Ethiopia. On the question of adopting ethnic federalism, it shows that the ruling Tigrayan People’s Liberation Front (TPLF) had a keen understanding of its minority position and appreciated the assuring benefits of recognition. While the TPLF acknowledged the mobilization risks of recognition, the nature of Ethiopia’s war-to-peace transition made it such that the new minority leadership needed to recognize ethnic groups in order to win power. On the question of effects on peace, the chapter assesses the assuring effects of ethnic federalism, the authoritarian strategies that the minority-led regime used to compensate against the mobilization risks, and the mixed implications for peace. The chapter concludes by considering future prospects after the 2018 change in leadership to a plurality Oromo leader for the first time in Ethiopian history.

A Comparative Study on Biodegradable Packaging Materials: Current Status and Future Prospects

2021 ◽  
pp. 675-693
Author(s):  
Archana S. Rao ◽  
Ajay Nair ◽  
Sunil S. More ◽  
Arpita Roy ◽  
Veena S. More ◽  
...  
Keyword(s):  
Comparative Study ◽  
Current Status ◽  
Packaging Materials ◽  
Future Prospects ◽  
Biodegradable Packaging

Comparative Study of Fingerprint Patterns of Two Ethnic Groups: A Nigerian Study

2019 ◽  
Vol 15 (4) ◽  
pp. 270-275
Author(s):  
Efe Jennifer Jaiyeoba-Ojigho ◽  
Igho Emmanuel Odokuma ◽  
Patrick Sunday Igbigbi
Keyword(s):  
Comparative Study ◽  
Ethnic Groups ◽  
Ethnic Differences ◽  
Middle Finger ◽  
Ridge Count ◽  
Chi Square ◽  
Ulnar Loop ◽  
Significant Difference ◽  
Southern Nigeria ◽  
The Right

Background: The uniqueness of fingerprints have made it possible for anthropologist to carry out studies on ethnic differences, heritability and linguistic relationships among individuals. The study aimed at               investigating and comparing fingerprint patterns of the Itsekiri and Urhobo ethnic groups in Warri, South Southern Nigeria. Methods:  A total of 30 males and 30 females each from the Itsekiri and Urhobo tribe were investigated. Fingerprints of participants were obtained with a Hewlett placard G4010 fingerprint scanner. Chi-square and Mann Whitney U test were used to test for an association between non parametric variables, significance was accepted at P<0.05. Results: Finding showed that the ulnar loop was the most predominant pattern in the studied population. Fingerprint patterns and total finger ridge count showed dimorphism among the Itsekiris’ as compared to the atd angle of the left fingers seen in the Urhobos’ (p = 0.021; 0.010; 0.038). Significant differences were observed in fingerprint patterns of the right and left thumb alongside the right middle finger among the respective tribes (P=0.047; 0.007; 0.024). Findings also showed a significant difference in TFRC and atd angle between the Itsekiris’ and Urhobos’ (P= 0.010; 0.002; 0.027) . Conclusions: The ulnar loop was dominant among the Itsekiri females and Urhobo males while the whorl and arch patterns were  frequent in the Itsekiri males and the Urhobo females.  Keywords: Delta State; fingerprint; Itsekiri; Urhobo; Warri.  

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