scholarly journals Identities Development of Adult Chinese Heritage Language Learners from Southeast Asian American Families

2021 ◽  
Vol 16 (1) ◽  
Author(s):  
Feng Liang
Keyword(s):  
Language Learners ◽  
Asian American ◽  
Heritage Language ◽  
Southeast Asian ◽  
Heritage Language Learners ◽  
Southeast Asian American ◽  
Chinese Heritage Language ◽  
American Families

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.

Voices from the Margin: Developing a Profile of Chinese Heritage Language Learners in the FL Classroom

2006 ◽  
Vol 4 (1) ◽  
pp. 29-46
Author(s):  
Heather Weger-Guntharp
Keyword(s):  
Language Learners ◽  
Home Environment ◽  
Heritage Language ◽  
Language Use ◽  
Home Language ◽  
Heritage Language Learners ◽  
Self Identity ◽  
First Semester ◽  
Classroom Activities ◽  
Chinese Heritage Language

While defining a heritage language (HL) learner is problematic, it is critical for how HL issues are framed. Underrepresented in the discussion are those learners who identify the HL as key to their development of self identity while having limited exposure to the HL in the home environment. This study investigates such students in the context of first semester Chinese classes at a U.S. university and draws on theories of motivation, HL learning, and social identity. Results suggest that a learner’s heritage is an important factor in that it affects the construction of a language learner’s identity and the coconstruction of motivation, and influences attitudes towards classroom activities. The study found that the complexity of individual backgrounds problematizes the identification of HL learners based on their home-language use or place of birth. Finally, the data reveal a HL learner classroom profile consisting of at least three interwoven components (self, teacher, and peer).

Voices from the Margin: Developing a Profile of Chinese Heritage Language Learners in the FL Classroom

2006 ◽  
Vol 4 (1) ◽  
pp. 29-46
Author(s):  
Heather Weger-Guntharp
Keyword(s):  
Language Learners ◽  
Home Environment ◽  
Heritage Language ◽  
Language Use ◽  
Home Language ◽  
Heritage Language Learners ◽  
Self Identity ◽  
First Semester ◽  
Classroom Activities ◽  
Chinese Heritage Language

While defining a heritage language (HL) learner is problematic, it is critical for how HL issues are framed. Underrepresented in the discussion are those learners who identify the HL as key to their development of self identity while having limited exposure to the HL in the home environment. This study investigates such students in the context of first semester Chinese classes at a U.S. university and draws on theories of motivation, HL learning, and social identity. Results suggest that a learner’s heritage is an important factor in that it affects the construction of a language learner’s identity and the coconstruction of motivation, and influences attitudes towards classroom activities. The study found that the complexity of individual backgrounds problematizes the identification of HL learners based on their home-language use or place of birth. Finally, the data reveal a HL learner classroom profile consisting of at least three interwoven components (self, teacher, and peer).

Contrasting models in literacy practice among heritage language learners of Mandarin

2009 ◽  
Vol 19 (1) ◽  
pp. 56-75 ◽  
Author(s):  
Li Jia
Keyword(s):  
Language Learners ◽  
Literacy Development ◽  
Heritage Language ◽  
Literacy Practices ◽  
The United States ◽  
Heritage Language Learners ◽  
Literacy Practice ◽  
Chinese Values ◽  
Chinese Heritage Language ◽  
Print Literacy

This paper examines how the development of print literacy practices was approached at a Chinese heritage language school in the Southwest of the United States. More specifically, it investigates the roles of instructors and parents in the development of literacy among heritage language learners of Mandarin. The study explores two contrasting approaches to literacy instruction which occurred in both the classrooms and homes of the learners, where many literacy activities took place. The findings indicate that the learners’ literacy development was determined by many factors, such as the instructors’ and the parents’ own learning experiences, their perspectives on literacy, and the approaches they adopted in both classroom and home settings. The study also reveals that instructors and parents conceptualized an important link between socializing the learners into traditional Chinese values and the promotion of their literacy development.

Diversity and Difference: Identity Issues of Chinese Heritage Language Learners

2010 ◽  
Vol 7 (2) ◽  
pp. 314-348 ◽  
Author(s):  
Ka Wong ◽  
Yang Xiao
Keyword(s):  
Language Development ◽  
Language Learners ◽  
Heritage Language ◽  
Heritage Language Learners ◽  
Imagined Community ◽  
Identity Constructions ◽  
Chinese Dialect ◽  
Language Students ◽  
Chinese Heritage Language ◽  
Heritage Language Development

The goal of this study is to explore the identity constructions of Chinese heritage language students from dialect backgrounds. Their experiences in learning Mandarin as a “heritage” language—even though it is spoken neither at home nor in their immediate communities—highlight how identities are produced, processed, and practiced in our postmodern world. Based on 64 interviews with Mandarin learners from various Chinese dialect backgrounds, we present their identity issues in three conceptual categories: imagined community, linguistic hegemony, and language investment. The findings lead us to rethink our pedagogical emphasis to better attend to the concerns of the dialect speakers, and hopefully, to make a contribution to the fast emerging field of Chinese heritage language development.

Developing Culturally Responsive Approaches With Southeast Asian American Families Experiencing Developmental Disabilities

PEDIATRICS ◽  
2010 ◽  
Vol 126 (Supplement 3) ◽  
pp. S146-S150 ◽  
Author(s):  
Dian L. Baker ◽  
Elizabeth Miller ◽  
Michelle T. Dang ◽  
Chiem-Seng Yaangh ◽  
Robin L. Hansen
Keyword(s):  
Developmental Disabilities ◽  
Asian American ◽  
Culturally Responsive ◽  
Southeast Asian ◽  
Southeast Asian American ◽  
American Families

Voices from the Margin: Developing a Profile of Chinese Heritage Language Learners in the FL Classroom

2006 ◽  
Vol 4 (1) ◽  
pp. 29-46
Author(s):  
Heather Weger-Guntharp
Keyword(s):  
Language Learners ◽  
Home Environment ◽  
Heritage Language ◽  
Language Use ◽  
Home Language ◽  
Heritage Language Learners ◽  
Self Identity ◽  
First Semester ◽  
Classroom Activities ◽  
Chinese Heritage Language

While defining a heritage language (HL) learner is problematic, it is critical for how HL issues are framed. Underrepresented in the discussion are those learners who identify the HL as key to their development of self identity while having limited exposure to the HL in the home environment. This study investigates such students in the context of first semester Chinese classes at a U.S. university and draws on theories of motivation, HL learning, and social identity. Results suggest that a learner’s heritage is an important factor in that it affects the construction of a language learner’s identity and the coconstruction of motivation, and influences attitudes towards classroom activities. The study found that the complexity of individual backgrounds problematizes the identification of HL learners based on their home-language use or place of birth. Finally, the data reveal a HL learner classroom profile consisting of at least three interwoven components (self, teacher, and peer).

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