Article published in:
Learning Chinese in Diasporic Communities: Many pathways to being Chinese
Edited by Xiao Lan Curdt-Christiansen and Andy Hancock
[AILA Applied Linguistics Series 12] 2014
► pp. 117–136

Chapter 6. Language and literacy teaching, learning and socialization in the Chinese complementary school classroom

| Birkbeck College, University of London
| Birkbeck College, University of London
The Chinese complementary schools for overseas-born ethnic Chinese children provide an interesting, complex and forever changing context where the teaching and learning of the Chinese language, especially literacy, is intertwined with the teaching and learning of Chinese cultural values and ideologies. These values and ideologies, however, are not static but changing across the generations and with the on-going process of transnational movement and globalization. This article focuses on classroom interactions in Chinese complementary schools in Britain and aims to show how the teachers use the opportunity of language and literacy teaching to pass on cultural values and ideologies to the pupils, how the pupils react to this kind of socializational teaching and how the teachers and the pupils negotiate identities through the process of language and literacy learning. The findings of the study have implications for both policy and practice regarding the education and development of multilingual children.
Published online: 10 July 2014
https://doi.org/10.1075/aals.12.07wei
Cited by

Cited by 4 other publications

Curdt-Christiansen, Xiao Lan
2020. Educating migrant children in England: language and educational practices in home and school environments. International Multilingual Research Journal 14:2 ► pp. 163 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
Staicov, Adina
2020.  In Creating Belonging in San Francisco Chinatown’s Diasporic Community, ► pp. 125 ff. Crossref logo
Wang, Zi
2020. Addressing migrants’ well-being during COVID-19: An analysis of Chinese communities’ heritage language schools in Germany. Migration Studies Crossref logo

This list is based on CrossRef data as of 22 november 2021. 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.

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