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.
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Tai, Kevin W. H.
2023. Funds of knowledge for synchronous online language teaching: a translanguaging view on an ESL teacher’s pedagogical practices. International Review of Applied Linguistics in Language Teaching 0:0
Wang, Zi
2021. Addressing migrants’ well-being during COVID-19: An analysis of Chinese communities’ heritage language schools in Germany. Migration Studies 9:3 ► pp. 1144 ff.
Wu, Jiaye, Nicola McLelland & Sarah Dauncey
2022. Negotiating Mongolian ethnic identity through the teaching of Mandarin Chinese as a second language. Journal of Multilingual and Multicultural Development► pp. 1 ff.
Zhu, Xinhua, Elizabeth K. Y. Loh, Guoxing Yu, Loretta C. W. Tam & Xian Liao
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[no author supplied]
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