Learning Chinese in Diasporic Communities

Many pathways to being Chinese

Editors
| University of Reading
| University of Edinburgh
HardboundAvailable
ISBN 9789027205292 | EUR 95.00 | USD 143.00
 
PaperbackAvailable
ISBN 9789027205308 | EUR 36.00 | USD 54.00
 
e-Book
ISBN 9789027270245 | EUR 95.00/36.00*
| USD 143.00/54.00*
 
This book brings together new theoretical perspectives and bilingual education models from different sociopolitical and cultural contexts across the globe in order to address the importance of sociocultural, educational and linguistic environments that create, enhance or limit the ways in which diasporic children and young people acquire the ‘Chinese’ language. The chapters present a variety of research-based studies on Chinese heritage language education and bilingual education drawing on detailed investigations of formal and informal educational input including language socialization in families, community heritage language schools and government sponsored educational institutions. Exploring the many pathways of learning ‘Chinese’ and being ‘Chinese’, this volume also examines the complex nature of language acquisition and development, involving language attitudes and ideologies as well as linguistic practices and identity formation. Learning Chinese in Diasporic Communities is intended for researchers, teacher-educators, students and practitioners in the fields of Chinese language education and bilingual education and more broadly those concerned with language policy studies and sociolinguistics.
[AILA Applied Linguistics Series, 12]  2014.  xv, 243 pp.
Publishing status: Available
Table of Contents
Preface
vii–viii
Contributors
ix–xii
List of figures
xiii–xiv
List of tables
xv–xvi
Introduction
Xiao Lan Curdt-Christiansen and Andy Hancock
1–10
Part I. Family socialization patterns in language learning and literacy practices
Chapter 1. Language socialization into Chinese language and “Chineseness” in diaspora communities
Patricia A. Duff
13–34
Chapter 2. Family language policy: Is learning Chinese at odds with learning English?
Xiao Lan Curdt-Christiansen
35–56
Part II. Complementary/heritage Chinese schools in diasporas
Chapter 3. Chinese complementary schools in Scotland and the Continua of Biliteracy
Andy Hancock
59–80
Chapter 4. Chinese heritage language schools in the United States
Chan Lü
81–96
Chapter 5. Learning and teaching Chinese in the Netherlands: The metapragmatics of a polycentric language
Jinling Li and Kasper Juffermans
97–116
Chapter 6. Language and literacy teaching, learning and socialization in the Chinese complementary school classroom
Li Wei and Zhu Hua
117–136
Part III. Bilingual Chinese educational models
Chapter 7. Chinese Education in Malaysia: Past and Present
Wang Xiaomei
139–158
Chapter 8. Conflicting goals of language-in-education planning in Singapore: Chinese character (汉字 hanzi) education as a case
Shouhui Zhao and Dongbo Zhang
159–180
Chapter 9. Chinese language teaching in Australia
Shen Chen and Yuzhe Zhang
181–200
Part IV. Chinese language, culture and identity
Chapter 10. Speaking of identity?: British-Chinese young people’s perspectives on language and ethnic identity
Becky Francis, Ada Mau and Louise Archer
203–218
Chapter 11. Chinese language learning by adolescents and young adults in the Chinese diaspora: Motivation, ethnicity, and identity
Duanduan Li and Patricia A. Duff
219–238
Index
239–244
“This book makes a solid and sustained contribution to not only the burgeoning literature about Chinese as a global language but also our general understanding of linguistic, cultural and educational development in an increasingly multilingual world. Bringing together perspectives from an array of researchers from Asia, Europe, North America and Australia, it sheds new light on the creative and complex process whereby the Chinese language is used, taught, acquired, inherited and maintained in a wide range of socio-cultural-historical contexts. It advances our knowledge of the interaction between transnational migrations on the one hand, and language, identity, family dynamics, formal education, policy and politics on the other. It succeeds in striking a balance between rigor in research and richness in recounting.”
“This book is a very welcome antidote and corrective to recent writing and policy development in response to the rise of economic power of the People’s Republic of China that neglects the large number of geographically dispersed and socio-culturally diverse people who are the speakers of Chinese. In too many societies Chinese speakers are positioned as distant interlocutors to be encountered on foreign travel to conduct business in an admittedly very large but single socio-political entity. But Chinese is a living language of communities all across the world, one of its distinguishing features being the diaspora with its many varieties held together by common writing and some norms of origin, shared tradition and common values. In this diaspora there is also a multiplicity of socio-political realities, independent statehood, transitional autonomies of various degrees and both large and very small immigrant statuses. The authors and editors of this fine collection track the array of family socialisation patterns, complementary/heritage language schooling, diverse models of bilingualism and complex configurations of identity and culture that characterise the Sinophone world, and expand our sense of what it means to say “Chinese” and mean either people, language or culture. This is an important service to scholarship, to good teaching focused on learner needs and to new and more sophisticated language education policies adapted to the trans-national and diasporic realities of languages that have more than states behind them.”
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Dong, Jie
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Duff, Patricia & Liam Doherty
2019.  In The Routledge Handbook of Chinese Applied Linguistics,  pp. 149 ff. Crossref logo
Duff, Patricia A.
2015. Transnationalism, Multilingualism, and Identity. Annual Review of Applied Linguistics 35  pp. 57 ff. Crossref logo
Díaz, Adriana Raquel
2016.  In Exploring Innovative Pedagogy in the Teaching and Learning of Chinese as a Foreign Language [Multilingual Education, 15],  pp. 115 ff. Crossref logo
Ganassin, Sara
2019. Teaching and learning about Chinese culture: pupils’ and teachers’ experiences of Chinese community schooling in the UK. Language and Intercultural Communication 19:2  pp. 167 ff. Crossref logo
Ganassin, Sara & Prue Holmes
2019. ‘I Was Surprised to See You in a Chinese School’: Researching Multilingually Opportunities and Challenges in Community-Based Research. Applied Linguistics Crossref logo
Locher-Lo, Caroline C. H.
2019. Ousted and muted: the evolution and current institutional and social support of Chinese Heritage Language education policies and practices in British Columbia. Educational Research for Policy and Practice 18:2  pp. 99 ff. Crossref logo
Wang, Weihong & Xiao Lan Curdt-Christiansen
2020. Lost in translation: parents as medium translators in intergenerational language transmission. Current Issues in Language Planning  pp. 1 ff. Crossref logo
Xu, Jianwei & Hui Huang
2019. ‘Thousands in gold in a family count far less than a skill one possesses’: socializing cultural competence in Chinese heritage language learning. Multicultural Education Review 11:4  pp. 296 ff. Crossref logo

This list is based on CrossRef data as of 05 july 2020. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.

Subjects
BIC Subject: CFDC – Language acquisition
BISAC Subject: LAN009000 – LANGUAGE ARTS & DISCIPLINES / Linguistics / General
U.S. Library of Congress Control Number:  2014008331