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John Benjamins Publishing Company
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eng
01
EUR
62010947
03
01
01
JB
John Benjamins Publishing Company
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JB code
AALS 12 Eb
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9789027270245
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10.1075/aals.12
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2014008331
DG
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AALS
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1875-1113
AILA Applied Linguistics Series
12
01
Learning Chinese in Diasporic Communities
Many pathways to being Chinese
01
aals.12
01
https://benjamins.com
02
https://benjamins.com/catalog/aals.12
1
B01
Xiao Lan Curdt-Christiansen
Curdt-Christiansen, Xiao Lan
Xiao Lan
Curdt-Christiansen
University of Reading
2
B01
Andy Hancock
Hancock, Andy
Andy
Hancock
University of Edinburgh
01
eng
258
xv
243
LAN009000
v.2006
CFDC
2
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JB Subject Scheme
LIN.APPL
Applied linguistics
24
JB Subject Scheme
LIN.LA
Language acquisition
24
JB Subject Scheme
LIN.EDUC
Language teaching
24
JB Subject Scheme
LIN.BIL
Multilingualism
24
JB Subject Scheme
LIN.SITIB
Sino-Tibetan languages
05
06
01
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. <i>Learning Chinese in Diasporic Communities</i> 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.
05
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.
Agnes He, Stony Brook University
05
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.
Joseph Lo Bianco, The University of Melbourne
04
09
01
https://benjamins.com/covers/475/aals.12.png
04
03
01
https://benjamins.com/covers/475_jpg/9789027205292.jpg
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vii
viii
2
Article
1
01
Preface
10
01
JB code
aals.12.002con
ix
xii
4
Article
2
01
Contributors
10
01
JB code
aals.12.003lof
xiii
xiv
2
Article
3
01
List of figures
10
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JB code
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xv
xvi
2
Article
4
01
List of tables
10
01
JB code
aals.12.01int
1
10
10
Article
5
01
Introduction
1
A01
Xiao Lan Curdt-Christiansen
Curdt-Christiansen, Xiao Lan
Xiao Lan
Curdt-Christiansen
University of Reading
2
A01
Andy Hancock
Hancock, Andy
Andy
Hancock
University of Edinburgh
10
01
JB code
aals.12.s1
Section header
6
01
Part I. Family socialization patterns in language learning and literacy practices
10
01
JB code
aals.12.02duf
13
34
22
Article
7
01
Chapter 1. Language socialization into Chinese language and “Chineseness” in diaspora communities
1
A01
Patricia A. Duff
Duff, Patricia A.
Patricia A.
Duff
University of British Columbia
01
Language socialization research provides a rich, socioculturally-oriented theoretical framework and set of analytic tools for examining the experiences of newcomers and other novices learning language in a range of educational settings, both formal and informal. This chapter first presents an overview of language socialization principles and then highlights several personal narratives of language socialization within Chinese diaspora communities in different geographical settings. Next, studies on Chinese heritage-language socialization are examined with a focus on the functions and forms of codeswitching, shaming, narrativity, the socialization of taste during meals, and literacy texts in traditional Chinese diaspora homes as well as in ethnically mixed or blended ones. The chapter recommends, in closing, that future research should examine to a greater extent continuities, discontinuities, syncretism, and innovations in Chinese language learning and use across home, school, and community settings and across multiple timescales in order to better understand the relationship between being and knowing/using Chinese in contemporary societies.
10
01
JB code
aals.12.03cur
35
56
22
Article
8
01
Chapter 2. Family language policy
Is learning Chinese at odds with learning English?
1
A01
Xiao Lan Curdt-Christiansen
Curdt-Christiansen, Xiao Lan
Xiao Lan
Curdt-Christiansen
University of Reading
01
This inquiry examines how family languages policies (FLP) are planned and developed in twenty bilingual families in Singapore with regard to their children’s Chinese language and literacy development. The study focuses on how parents perceive Chinese and how their beliefs are transformed into active language practices. Data sources include <i>de facto</i> language practices in home domains, parents’ language ideologies, and literacy activities and private tuition used as their language management. The findings reveal that all parents hold an unambiguous belief in the benefits of developing Chinese language, both in terms of cultural identity and in terms of providing overt socioeconomic opportunities. The study shows that FLPs are constantly interacting with and shaped by nonlinguistic forces – the national language policy and the educational system. When facing the sociopolitical and educational realities in Singapore, these parents are coerced to place Chinese and English into a dichotomous position resulting in lower expectations for their children’s Chinese proficiency and less sufficient provision of Chinese literacy resources.
10
01
JB code
aals.12.s2
Section header
9
01
Part II. Complementary/heritage Chinese schools in diasporas
10
01
JB code
aals.12.04han
59
80
22
Article
10
01
Chapter 3. Chinese complementary schools in Scotland and the Continua of Biliteracy
1
A01
Andy Hancock
Hancock, Andy
Andy
Hancock
University of Edinburgh
01
This chapter employs Hornberger’s Continua of Biliteracy as an analytical framework to critically engage with the Chinese complementary school phenomena in Scotland. It begins with an historical and up-to-date overview of the Chinese diaspora in Scotland. This is followed by a discussion of each of the Continua’s four spheres of influence in turn. In particular, attention is paid to how prevailing language policies shape children’s biliteracy experiences, including a shift towards learning Mandarin (Context); how texts are frequently used by teachers to guide children to an appreciation of Chinese cultural values (Content); how teachers sometimes deviate from traditional and ‘mundane’ practices in order to generate an interest in learning Chinese literacy (Media); and how children draw on their biliterate resources to support their Chinese learning (Development). Finally, the implications for Chinese complementary schools in Scotland are outlined.
10
01
JB code
aals.12.05lu
81
96
16
Article
11
01
Chapter 4. Chinese heritage language schools in the United States
1
A01
Chan Lü
Lü, Chan
Chan
Lü
Loyola Marymount University
01
Chinese heritage language schools in the United States have been playing a critical role in supporting the education of children of Chinese descent. This chapter first delineates the historical background and current sociopolitical environment of Chinese heritage language schools in the U.S. Then, a case of a Chinese heritage language school, including its structure, curriculum and pedagogical practices, is examined. Implications and suggestions for enhancing the school in the current context are discussed.
10
01
JB code
aals.12.06li
97
116
20
Article
12
01
Chapter 5. Learning and teaching Chinese in the Netherlands
The metapragmatics of a polycentric language
1
A01
Jinling Li
Li, Jinling
Jinling
Li
Tilburg University
2
A01
Kasper Juffermans
Juffermans, Kasper
Kasper
Juffermans
University of Luxembourg
01
This paper is concerned with the metapragmatics of Chinese as a polycentric language. Based on ethnographic observations and interviews in and around a Chinese complementary school in the Netherlands, this paper describes an ongoing shift along with demographic, economic and political changes, in what counts as Chinese: a shift from Hong Kong and Taipei to Beijing as the most powerful centre of Chinese in the world. Migration makes communicative resources like language varieties globally mobile and this affects the normativity in the diaspora classroom. A clearer understanding of the metapragmatics of Chinese is useful because it provides a key to understanding social identities in contemporary Chinese migration contexts and to understanding language within contexts of current globalisation.
10
01
JB code
aals.12.07wei
117
136
20
Article
13
01
Chapter 6. Language and literacy teaching, learning and socialization in the Chinese complementary school classroom
1
A01
Li Wei
Li Wei
Li Wei
Birkbeck College, University of London
2
A01
Zhu Hua
Hua, Zhu
Zhu
Hua
Birkbeck College, University of London
01
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.
10
01
JB code
aals.12.s3
Section header
14
01
Part III. Bilingual Chinese educational models
10
01
JB code
aals.12.08xia
139
158
20
Article
15
01
Chapter 7. Chinese Education in Malaysia
Past and Present
1
A01
Wang Xiaomei
Xiaomei, Wang
Wang
Xiaomei
University of Malaya
01
This chapter reviews the evolution of Chinese education in Malaysia in the past 190 years. For each phase of the development, the medium of instruction, syllabus, curriculum allotment, and learning objectives are discussed against the sociopolitical background during that period. It starts with the introduction of old-style <i>Sishu</i> prior to the 20th century, followed by a description of new-style schools in early 20th century. Subsequently, the process of localization of Chinese education in the 1950s is highlighted as the third stage of evolution. In the 1960s and 1970s, the conversion of medium of instruction has a great impact on the development of Malaysian Chinese education. After the revival movement in the 1970s, Chinese education enters a new stage with the implementation of KBSR curriculum in the 1980s. The sixth section discusses the development of Chinese education in the 1990s when English was to be promoted by the government in response to the global economy and Vision 2020 in Malaysia. This chapter gives a focus on the present situation of Malaysian Chinese education in different types of schools. The last section summarizes the achievements of Malaysian Chinese education and points out some issues in relation to Chinese teaching in Malaysia.
10
01
JB code
aals.12.09sho
159
180
22
Article
16
01
Chapter 8. Conflicting goals of language-in-education planning in Singapore
Chinese character (汉字 <i>hanzi</i>) education as a case
1
A01
Shouhui Zhao
Zhao, Shouhui
Shouhui
Zhao
University of Bergen and Shanghai International Studies University
2
A01
Dongbo Zhang
Zhang, Dongbo
Dongbo
Zhang
Michigan State University
01
This study examines the conflicting nature of official language-in-education planning goals in Singapore through analysing, firstly, the inconsistencies in curriculum reform documents at different levels of the goals and pedagogies of Chinese character (汉字 <i>hanzi</i>) teaching; and secondly, the inconsistencies between what is stated in these documents about <i>hanzi</i> and students’ and teachers’ perceptions as well as teaching practices related to <i>hanzi</i>. Based on student and teacher surveys, supplemented by teachers’ focus group discussions and classroom observations, this chapter provides a critical evaluation of multiple dimensions of the official policies and instructional guides on <i>hanzi</i> teaching and learning in Singapore’s primary schools. The study endeavors to draw attention to the humanistic dimensions of <i>hanzi</i> education such as its values in cultural heritage, artistic/aesthetic appreciation and character cultivation. It calls for a holistic evaluation of <i>hanzi</i>’s role from a broader perspective and aims to place a more proper status of <i>hanzi</i> in the next round of reform of Chinese-as-a-mother-tongue education in Singapore.
10
01
JB code
aals.12.10che
181
200
20
Article
17
01
Chapter 9. Chinese language teaching in Australia
1
A01
Shen Chen
Chen, Shen
Shen
Chen
University of Newcastle
2
A01
Yuzhe Zhang
Zhang, Yuzhe
Yuzhe
Zhang
University of Newcastle, Australia
01
Located in the Asian-Pacific region, Australia is a unique example an English speaking country which has progressive language policies to promote Asian languages, Chinese in particular. History has witnessed three stages of development of Chinese language teaching. In the first stage, Chinese language learning was initiated and organised by local Chinese community schools featured with different curricula decided by various sub-groups. Secondly, the Australian government’s multicultural and language policies have further promoted and supported Chinese language learning in community schools. Finally, the Chinese language teaching has expanded to the mainstream schools on the basis of state-based curricula. A national unified curriculum is being developed in order to meet the needs of the fast growing number of learners of Chinese in schools all over the nation. The research described in this chapter on Chinese language teaching in community schools and mainstream schools is based on a policy study of Australia and a case study through qualitative investigations at three universities in the state of New South Wales. The research has revealed some pedagogical problems of Chinese language teaching in the social and cultural context of Australia and provided some suggestions to improve the current performance of Chinese language teaching and learning.
10
01
JB code
aals.12.s4
Section header
18
01
Part IV. Chinese language, culture and identity
10
01
JB code
aals.12.11fra
203
218
16
Article
19
01
Chapter 10. Speaking of identity?
British-Chinese young people’s perspectives on language and ethnic identity
1
A01
Becky Francis
Francis, Becky
Becky
Francis
King’s College, London
2
A01
Ada Mau
Mau, Ada
Ada
Mau
King’s College, London
3
A01
Louise Archer
Archer, Louise
Louise
Archer
King’s College, London
01
Young people’s constructions of the relationship between language and ethnic identity is discussed, drawing on data from 60 British-Chinese complementary school attendees, and 38 young people of Chinese/mixed heritage that constructed themselves as not being able to speak Chinese. Those young people attending Chinese complementary school strongly foregrounded fluency in heritage language as essential to Chinese identity. Indeed some of these young people drew on moral and nationalistic discourses to challenge the possibility of identification as ‘Chinese’ without fluency in ‘mother tongue’. However, it was also found that, for those young people not able to speak the language, this did not preclude their identification as Chinese: these young people drew on a range of signifiers of Chinese culture, connection, and engagement to position themselves as wholly or partly ‘Chinese’. The impact of the different diasporic family histories for the two sample groups is discussed in relation to the young people’s different constructions, and theoretical implications of the findings considered. It is argued that, despite discourses that produce idealised notions of ‘essential’ features of Chinese culture, in practice young people demonstrate agency in their diverse productions and understandings of ‘Chineseness’.
10
01
JB code
aals.12.12li
219
238
20
Article
20
01
Chapter 11. Chinese language learning by adolescents and young adults in the Chinese diaspora
Motivation, ethnicity, and identity
1
A01
Duanduan Li
Li, Duanduan
Duanduan
Li
University of British Columbia
2
A01
Patricia A. Duff
Duff, Patricia A.
Patricia A.
Duff
University of British Columbia
01
Issues connected with motivation, ethnicity, and identity among adolescent and young adult heritage language learners are the subject of a growing amount of research in diaspora communities. However, until recently, this research has tended to be quantitative, and the constructs were theorized and operationalized in a categorical or essentialist manner. This chapter aims to (1) describe some of the changes in theory that are relevant to Chinese heritage language (CHL) learning, seeing it as a much more dynamic, multilingual, nonlinear, and contingent process; (2) review recent research examining these socio-affective factors among CHL learners; (3) present a study on the longitudinal trajectories, motivations, and identities of four individuals learning CHL in a Western Canadian university program; and (4) consider implications of this work for improving curriculum, pedagogy, learning materials, and policies.
10
01
JB code
aals.12.13ind
239
244
6
Miscellaneous
21
01
Index
02
JBENJAMINS
John Benjamins Publishing Company
01
John Benjamins Publishing Company
Amsterdam/Philadelphia
NL
04
20140710
2014
John Benjamins
02
WORLD
13
15
9789027205292
01
JB
3
John Benjamins e-Platform
03
jbe-platform.com
09
WORLD
21
01
06
Institutional price
00
95.00
EUR
R
01
05
Consumer price
00
36.00
EUR
R
01
06
Institutional price
00
80.00
GBP
Z
01
05
Consumer price
00
30.00
GBP
Z
01
06
Institutional price
inst
00
143.00
USD
S
01
05
Consumer price
cons
00
54.00
USD
S
245010946
03
01
01
JB
John Benjamins Publishing Company
01
JB code
AALS 12 Hb
15
9789027205292
13
2014008331
BB
01
AALS
02
1875-1113
AILA Applied Linguistics Series
12
01
Learning Chinese in Diasporic Communities
Many pathways to being Chinese
01
aals.12
01
https://benjamins.com
02
https://benjamins.com/catalog/aals.12
1
B01
Xiao Lan Curdt-Christiansen
Curdt-Christiansen, Xiao Lan
Xiao Lan
Curdt-Christiansen
University of Reading
2
B01
Andy Hancock
Hancock, Andy
Andy
Hancock
University of Edinburgh
01
eng
258
xv
243
LAN009000
v.2006
CFDC
2
24
JB Subject Scheme
LIN.APPL
Applied linguistics
24
JB Subject Scheme
LIN.LA
Language acquisition
24
JB Subject Scheme
LIN.EDUC
Language teaching
24
JB Subject Scheme
LIN.BIL
Multilingualism
24
JB Subject Scheme
LIN.SITIB
Sino-Tibetan languages
05
06
01
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. <i>Learning Chinese in Diasporic Communities</i> 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.
05
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.
Agnes He, Stony Brook University
05
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.
Joseph Lo Bianco, The University of Melbourne
04
09
01
https://benjamins.com/covers/475/aals.12.png
04
03
01
https://benjamins.com/covers/475_jpg/9789027205292.jpg
04
03
01
https://benjamins.com/covers/475_tif/9789027205292.tif
06
09
01
https://benjamins.com/covers/1200_front/aals.12.hb.png
07
09
01
https://benjamins.com/covers/125/aals.12.png
25
09
01
https://benjamins.com/covers/1200_back/aals.12.hb.png
27
09
01
https://benjamins.com/covers/3d_web/aals.12.hb.png
10
01
JB code
aals.12.001ack
vii
viii
2
Article
1
01
Preface
10
01
JB code
aals.12.002con
ix
xii
4
Article
2
01
Contributors
10
01
JB code
aals.12.003lof
xiii
xiv
2
Article
3
01
List of figures
10
01
JB code
aals.12.004lot
xv
xvi
2
Article
4
01
List of tables
10
01
JB code
aals.12.01int
1
10
10
Article
5
01
Introduction
1
A01
Xiao Lan Curdt-Christiansen
Curdt-Christiansen, Xiao Lan
Xiao Lan
Curdt-Christiansen
University of Reading
2
A01
Andy Hancock
Hancock, Andy
Andy
Hancock
University of Edinburgh
10
01
JB code
aals.12.s1
Section header
6
01
Part I. Family socialization patterns in language learning and literacy practices
10
01
JB code
aals.12.02duf
13
34
22
Article
7
01
Chapter 1. Language socialization into Chinese language and “Chineseness” in diaspora communities
1
A01
Patricia A. Duff
Duff, Patricia A.
Patricia A.
Duff
University of British Columbia
01
Language socialization research provides a rich, socioculturally-oriented theoretical framework and set of analytic tools for examining the experiences of newcomers and other novices learning language in a range of educational settings, both formal and informal. This chapter first presents an overview of language socialization principles and then highlights several personal narratives of language socialization within Chinese diaspora communities in different geographical settings. Next, studies on Chinese heritage-language socialization are examined with a focus on the functions and forms of codeswitching, shaming, narrativity, the socialization of taste during meals, and literacy texts in traditional Chinese diaspora homes as well as in ethnically mixed or blended ones. The chapter recommends, in closing, that future research should examine to a greater extent continuities, discontinuities, syncretism, and innovations in Chinese language learning and use across home, school, and community settings and across multiple timescales in order to better understand the relationship between being and knowing/using Chinese in contemporary societies.
10
01
JB code
aals.12.03cur
35
56
22
Article
8
01
Chapter 2. Family language policy
Is learning Chinese at odds with learning English?
1
A01
Xiao Lan Curdt-Christiansen
Curdt-Christiansen, Xiao Lan
Xiao Lan
Curdt-Christiansen
University of Reading
01
This inquiry examines how family languages policies (FLP) are planned and developed in twenty bilingual families in Singapore with regard to their children’s Chinese language and literacy development. The study focuses on how parents perceive Chinese and how their beliefs are transformed into active language practices. Data sources include <i>de facto</i> language practices in home domains, parents’ language ideologies, and literacy activities and private tuition used as their language management. The findings reveal that all parents hold an unambiguous belief in the benefits of developing Chinese language, both in terms of cultural identity and in terms of providing overt socioeconomic opportunities. The study shows that FLPs are constantly interacting with and shaped by nonlinguistic forces – the national language policy and the educational system. When facing the sociopolitical and educational realities in Singapore, these parents are coerced to place Chinese and English into a dichotomous position resulting in lower expectations for their children’s Chinese proficiency and less sufficient provision of Chinese literacy resources.
10
01
JB code
aals.12.s2
Section header
9
01
Part II. Complementary/heritage Chinese schools in diasporas
10
01
JB code
aals.12.04han
59
80
22
Article
10
01
Chapter 3. Chinese complementary schools in Scotland and the Continua of Biliteracy
1
A01
Andy Hancock
Hancock, Andy
Andy
Hancock
University of Edinburgh
01
This chapter employs Hornberger’s Continua of Biliteracy as an analytical framework to critically engage with the Chinese complementary school phenomena in Scotland. It begins with an historical and up-to-date overview of the Chinese diaspora in Scotland. This is followed by a discussion of each of the Continua’s four spheres of influence in turn. In particular, attention is paid to how prevailing language policies shape children’s biliteracy experiences, including a shift towards learning Mandarin (Context); how texts are frequently used by teachers to guide children to an appreciation of Chinese cultural values (Content); how teachers sometimes deviate from traditional and ‘mundane’ practices in order to generate an interest in learning Chinese literacy (Media); and how children draw on their biliterate resources to support their Chinese learning (Development). Finally, the implications for Chinese complementary schools in Scotland are outlined.
10
01
JB code
aals.12.05lu
81
96
16
Article
11
01
Chapter 4. Chinese heritage language schools in the United States
1
A01
Chan Lü
Lü, Chan
Chan
Lü
Loyola Marymount University
01
Chinese heritage language schools in the United States have been playing a critical role in supporting the education of children of Chinese descent. This chapter first delineates the historical background and current sociopolitical environment of Chinese heritage language schools in the U.S. Then, a case of a Chinese heritage language school, including its structure, curriculum and pedagogical practices, is examined. Implications and suggestions for enhancing the school in the current context are discussed.
10
01
JB code
aals.12.06li
97
116
20
Article
12
01
Chapter 5. Learning and teaching Chinese in the Netherlands
The metapragmatics of a polycentric language
1
A01
Jinling Li
Li, Jinling
Jinling
Li
Tilburg University
2
A01
Kasper Juffermans
Juffermans, Kasper
Kasper
Juffermans
University of Luxembourg
01
This paper is concerned with the metapragmatics of Chinese as a polycentric language. Based on ethnographic observations and interviews in and around a Chinese complementary school in the Netherlands, this paper describes an ongoing shift along with demographic, economic and political changes, in what counts as Chinese: a shift from Hong Kong and Taipei to Beijing as the most powerful centre of Chinese in the world. Migration makes communicative resources like language varieties globally mobile and this affects the normativity in the diaspora classroom. A clearer understanding of the metapragmatics of Chinese is useful because it provides a key to understanding social identities in contemporary Chinese migration contexts and to understanding language within contexts of current globalisation.
10
01
JB code
aals.12.07wei
117
136
20
Article
13
01
Chapter 6. Language and literacy teaching, learning and socialization in the Chinese complementary school classroom
1
A01
Li Wei
Li Wei
Li Wei
Birkbeck College, University of London
2
A01
Zhu Hua
Hua, Zhu
Zhu
Hua
Birkbeck College, University of London
01
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.
10
01
JB code
aals.12.s3
Section header
14
01
Part III. Bilingual Chinese educational models
10
01
JB code
aals.12.08xia
139
158
20
Article
15
01
Chapter 7. Chinese Education in Malaysia
Past and Present
1
A01
Wang Xiaomei
Xiaomei, Wang
Wang
Xiaomei
University of Malaya
01
This chapter reviews the evolution of Chinese education in Malaysia in the past 190 years. For each phase of the development, the medium of instruction, syllabus, curriculum allotment, and learning objectives are discussed against the sociopolitical background during that period. It starts with the introduction of old-style <i>Sishu</i> prior to the 20th century, followed by a description of new-style schools in early 20th century. Subsequently, the process of localization of Chinese education in the 1950s is highlighted as the third stage of evolution. In the 1960s and 1970s, the conversion of medium of instruction has a great impact on the development of Malaysian Chinese education. After the revival movement in the 1970s, Chinese education enters a new stage with the implementation of KBSR curriculum in the 1980s. The sixth section discusses the development of Chinese education in the 1990s when English was to be promoted by the government in response to the global economy and Vision 2020 in Malaysia. This chapter gives a focus on the present situation of Malaysian Chinese education in different types of schools. The last section summarizes the achievements of Malaysian Chinese education and points out some issues in relation to Chinese teaching in Malaysia.
10
01
JB code
aals.12.09sho
159
180
22
Article
16
01
Chapter 8. Conflicting goals of language-in-education planning in Singapore
Chinese character (汉字 <i>hanzi</i>) education as a case
1
A01
Shouhui Zhao
Zhao, Shouhui
Shouhui
Zhao
University of Bergen and Shanghai International Studies University
2
A01
Dongbo Zhang
Zhang, Dongbo
Dongbo
Zhang
Michigan State University
01
This study examines the conflicting nature of official language-in-education planning goals in Singapore through analysing, firstly, the inconsistencies in curriculum reform documents at different levels of the goals and pedagogies of Chinese character (汉字 <i>hanzi</i>) teaching; and secondly, the inconsistencies between what is stated in these documents about <i>hanzi</i> and students’ and teachers’ perceptions as well as teaching practices related to <i>hanzi</i>. Based on student and teacher surveys, supplemented by teachers’ focus group discussions and classroom observations, this chapter provides a critical evaluation of multiple dimensions of the official policies and instructional guides on <i>hanzi</i> teaching and learning in Singapore’s primary schools. The study endeavors to draw attention to the humanistic dimensions of <i>hanzi</i> education such as its values in cultural heritage, artistic/aesthetic appreciation and character cultivation. It calls for a holistic evaluation of <i>hanzi</i>’s role from a broader perspective and aims to place a more proper status of <i>hanzi</i> in the next round of reform of Chinese-as-a-mother-tongue education in Singapore.
10
01
JB code
aals.12.10che
181
200
20
Article
17
01
Chapter 9. Chinese language teaching in Australia
1
A01
Shen Chen
Chen, Shen
Shen
Chen
University of Newcastle
2
A01
Yuzhe Zhang
Zhang, Yuzhe
Yuzhe
Zhang
University of Newcastle, Australia
01
Located in the Asian-Pacific region, Australia is a unique example an English speaking country which has progressive language policies to promote Asian languages, Chinese in particular. History has witnessed three stages of development of Chinese language teaching. In the first stage, Chinese language learning was initiated and organised by local Chinese community schools featured with different curricula decided by various sub-groups. Secondly, the Australian government’s multicultural and language policies have further promoted and supported Chinese language learning in community schools. Finally, the Chinese language teaching has expanded to the mainstream schools on the basis of state-based curricula. A national unified curriculum is being developed in order to meet the needs of the fast growing number of learners of Chinese in schools all over the nation. The research described in this chapter on Chinese language teaching in community schools and mainstream schools is based on a policy study of Australia and a case study through qualitative investigations at three universities in the state of New South Wales. The research has revealed some pedagogical problems of Chinese language teaching in the social and cultural context of Australia and provided some suggestions to improve the current performance of Chinese language teaching and learning.
10
01
JB code
aals.12.s4
Section header
18
01
Part IV. Chinese language, culture and identity
10
01
JB code
aals.12.11fra
203
218
16
Article
19
01
Chapter 10. Speaking of identity?
British-Chinese young people’s perspectives on language and ethnic identity
1
A01
Becky Francis
Francis, Becky
Becky
Francis
King’s College, London
2
A01
Ada Mau
Mau, Ada
Ada
Mau
King’s College, London
3
A01
Louise Archer
Archer, Louise
Louise
Archer
King’s College, London
01
Young people’s constructions of the relationship between language and ethnic identity is discussed, drawing on data from 60 British-Chinese complementary school attendees, and 38 young people of Chinese/mixed heritage that constructed themselves as not being able to speak Chinese. Those young people attending Chinese complementary school strongly foregrounded fluency in heritage language as essential to Chinese identity. Indeed some of these young people drew on moral and nationalistic discourses to challenge the possibility of identification as ‘Chinese’ without fluency in ‘mother tongue’. However, it was also found that, for those young people not able to speak the language, this did not preclude their identification as Chinese: these young people drew on a range of signifiers of Chinese culture, connection, and engagement to position themselves as wholly or partly ‘Chinese’. The impact of the different diasporic family histories for the two sample groups is discussed in relation to the young people’s different constructions, and theoretical implications of the findings considered. It is argued that, despite discourses that produce idealised notions of ‘essential’ features of Chinese culture, in practice young people demonstrate agency in their diverse productions and understandings of ‘Chineseness’.
10
01
JB code
aals.12.12li
219
238
20
Article
20
01
Chapter 11. Chinese language learning by adolescents and young adults in the Chinese diaspora
Motivation, ethnicity, and identity
1
A01
Duanduan Li
Li, Duanduan
Duanduan
Li
University of British Columbia
2
A01
Patricia A. Duff
Duff, Patricia A.
Patricia A.
Duff
University of British Columbia
01
Issues connected with motivation, ethnicity, and identity among adolescent and young adult heritage language learners are the subject of a growing amount of research in diaspora communities. However, until recently, this research has tended to be quantitative, and the constructs were theorized and operationalized in a categorical or essentialist manner. This chapter aims to (1) describe some of the changes in theory that are relevant to Chinese heritage language (CHL) learning, seeing it as a much more dynamic, multilingual, nonlinear, and contingent process; (2) review recent research examining these socio-affective factors among CHL learners; (3) present a study on the longitudinal trajectories, motivations, and identities of four individuals learning CHL in a Western Canadian university program; and (4) consider implications of this work for improving curriculum, pedagogy, learning materials, and policies.
10
01
JB code
aals.12.13ind
239
244
6
Miscellaneous
21
01
Index
02
JBENJAMINS
John Benjamins Publishing Company
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John Benjamins Publishing Company
Amsterdam/Philadelphia
NL
04
20140710
2014
John Benjamins
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WORLD
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John Benjamins Publishing Company
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https://benjamins.com
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https://benjamins.com
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AALS 12 Pb
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9789027205308
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2014008331
BC
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AALS
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1875-1113
AILA Applied Linguistics Series
12
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Learning Chinese in Diasporic Communities
Many pathways to being Chinese
01
aals.12
01
https://benjamins.com
02
https://benjamins.com/catalog/aals.12
1
B01
Xiao Lan Curdt-Christiansen
Curdt-Christiansen, Xiao Lan
Xiao Lan
Curdt-Christiansen
University of Reading
2
B01
Andy Hancock
Hancock, Andy
Andy
Hancock
University of Edinburgh
01
eng
258
xv
243
LAN009000
v.2006
CFDC
2
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JB Subject Scheme
LIN.APPL
Applied linguistics
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JB Subject Scheme
LIN.LA
Language acquisition
24
JB Subject Scheme
LIN.EDUC
Language teaching
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JB Subject Scheme
LIN.BIL
Multilingualism
24
JB Subject Scheme
LIN.SITIB
Sino-Tibetan languages
05
06
01
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. <i>Learning Chinese in Diasporic Communities</i> 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.
05
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.
Agnes He, Stony Brook University
05
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.
Joseph Lo Bianco, The University of Melbourne
04
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vii
viii
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1
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Preface
10
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aals.12.002con
ix
xii
4
Article
2
01
Contributors
10
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JB code
aals.12.003lof
xiii
xiv
2
Article
3
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List of figures
10
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aals.12.004lot
xv
xvi
2
Article
4
01
List of tables
10
01
JB code
aals.12.01int
1
10
10
Article
5
01
Introduction
1
A01
Xiao Lan Curdt-Christiansen
Curdt-Christiansen, Xiao Lan
Xiao Lan
Curdt-Christiansen
University of Reading
2
A01
Andy Hancock
Hancock, Andy
Andy
Hancock
University of Edinburgh
10
01
JB code
aals.12.s1
Section header
6
01
Part I. Family socialization patterns in language learning and literacy practices
10
01
JB code
aals.12.02duf
13
34
22
Article
7
01
Chapter 1. Language socialization into Chinese language and “Chineseness” in diaspora communities
1
A01
Patricia A. Duff
Duff, Patricia A.
Patricia A.
Duff
University of British Columbia
01
Language socialization research provides a rich, socioculturally-oriented theoretical framework and set of analytic tools for examining the experiences of newcomers and other novices learning language in a range of educational settings, both formal and informal. This chapter first presents an overview of language socialization principles and then highlights several personal narratives of language socialization within Chinese diaspora communities in different geographical settings. Next, studies on Chinese heritage-language socialization are examined with a focus on the functions and forms of codeswitching, shaming, narrativity, the socialization of taste during meals, and literacy texts in traditional Chinese diaspora homes as well as in ethnically mixed or blended ones. The chapter recommends, in closing, that future research should examine to a greater extent continuities, discontinuities, syncretism, and innovations in Chinese language learning and use across home, school, and community settings and across multiple timescales in order to better understand the relationship between being and knowing/using Chinese in contemporary societies.
10
01
JB code
aals.12.03cur
35
56
22
Article
8
01
Chapter 2. Family language policy
Is learning Chinese at odds with learning English?
1
A01
Xiao Lan Curdt-Christiansen
Curdt-Christiansen, Xiao Lan
Xiao Lan
Curdt-Christiansen
University of Reading
01
This inquiry examines how family languages policies (FLP) are planned and developed in twenty bilingual families in Singapore with regard to their children’s Chinese language and literacy development. The study focuses on how parents perceive Chinese and how their beliefs are transformed into active language practices. Data sources include <i>de facto</i> language practices in home domains, parents’ language ideologies, and literacy activities and private tuition used as their language management. The findings reveal that all parents hold an unambiguous belief in the benefits of developing Chinese language, both in terms of cultural identity and in terms of providing overt socioeconomic opportunities. The study shows that FLPs are constantly interacting with and shaped by nonlinguistic forces – the national language policy and the educational system. When facing the sociopolitical and educational realities in Singapore, these parents are coerced to place Chinese and English into a dichotomous position resulting in lower expectations for their children’s Chinese proficiency and less sufficient provision of Chinese literacy resources.
10
01
JB code
aals.12.s2
Section header
9
01
Part II. Complementary/heritage Chinese schools in diasporas
10
01
JB code
aals.12.04han
59
80
22
Article
10
01
Chapter 3. Chinese complementary schools in Scotland and the Continua of Biliteracy
1
A01
Andy Hancock
Hancock, Andy
Andy
Hancock
University of Edinburgh
01
This chapter employs Hornberger’s Continua of Biliteracy as an analytical framework to critically engage with the Chinese complementary school phenomena in Scotland. It begins with an historical and up-to-date overview of the Chinese diaspora in Scotland. This is followed by a discussion of each of the Continua’s four spheres of influence in turn. In particular, attention is paid to how prevailing language policies shape children’s biliteracy experiences, including a shift towards learning Mandarin (Context); how texts are frequently used by teachers to guide children to an appreciation of Chinese cultural values (Content); how teachers sometimes deviate from traditional and ‘mundane’ practices in order to generate an interest in learning Chinese literacy (Media); and how children draw on their biliterate resources to support their Chinese learning (Development). Finally, the implications for Chinese complementary schools in Scotland are outlined.
10
01
JB code
aals.12.05lu
81
96
16
Article
11
01
Chapter 4. Chinese heritage language schools in the United States
1
A01
Chan Lü
Lü, Chan
Chan
Lü
Loyola Marymount University
01
Chinese heritage language schools in the United States have been playing a critical role in supporting the education of children of Chinese descent. This chapter first delineates the historical background and current sociopolitical environment of Chinese heritage language schools in the U.S. Then, a case of a Chinese heritage language school, including its structure, curriculum and pedagogical practices, is examined. Implications and suggestions for enhancing the school in the current context are discussed.
10
01
JB code
aals.12.06li
97
116
20
Article
12
01
Chapter 5. Learning and teaching Chinese in the Netherlands
The metapragmatics of a polycentric language
1
A01
Jinling Li
Li, Jinling
Jinling
Li
Tilburg University
2
A01
Kasper Juffermans
Juffermans, Kasper
Kasper
Juffermans
University of Luxembourg
01
This paper is concerned with the metapragmatics of Chinese as a polycentric language. Based on ethnographic observations and interviews in and around a Chinese complementary school in the Netherlands, this paper describes an ongoing shift along with demographic, economic and political changes, in what counts as Chinese: a shift from Hong Kong and Taipei to Beijing as the most powerful centre of Chinese in the world. Migration makes communicative resources like language varieties globally mobile and this affects the normativity in the diaspora classroom. A clearer understanding of the metapragmatics of Chinese is useful because it provides a key to understanding social identities in contemporary Chinese migration contexts and to understanding language within contexts of current globalisation.
10
01
JB code
aals.12.07wei
117
136
20
Article
13
01
Chapter 6. Language and literacy teaching, learning and socialization in the Chinese complementary school classroom
1
A01
Li Wei
Li Wei
Li Wei
Birkbeck College, University of London
2
A01
Zhu Hua
Hua, Zhu
Zhu
Hua
Birkbeck College, University of London
01
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.
10
01
JB code
aals.12.s3
Section header
14
01
Part III. Bilingual Chinese educational models
10
01
JB code
aals.12.08xia
139
158
20
Article
15
01
Chapter 7. Chinese Education in Malaysia
Past and Present
1
A01
Wang Xiaomei
Xiaomei, Wang
Wang
Xiaomei
University of Malaya
01
This chapter reviews the evolution of Chinese education in Malaysia in the past 190 years. For each phase of the development, the medium of instruction, syllabus, curriculum allotment, and learning objectives are discussed against the sociopolitical background during that period. It starts with the introduction of old-style <i>Sishu</i> prior to the 20th century, followed by a description of new-style schools in early 20th century. Subsequently, the process of localization of Chinese education in the 1950s is highlighted as the third stage of evolution. In the 1960s and 1970s, the conversion of medium of instruction has a great impact on the development of Malaysian Chinese education. After the revival movement in the 1970s, Chinese education enters a new stage with the implementation of KBSR curriculum in the 1980s. The sixth section discusses the development of Chinese education in the 1990s when English was to be promoted by the government in response to the global economy and Vision 2020 in Malaysia. This chapter gives a focus on the present situation of Malaysian Chinese education in different types of schools. The last section summarizes the achievements of Malaysian Chinese education and points out some issues in relation to Chinese teaching in Malaysia.
10
01
JB code
aals.12.09sho
159
180
22
Article
16
01
Chapter 8. Conflicting goals of language-in-education planning in Singapore
Chinese character (汉字 <i>hanzi</i>) education as a case
1
A01
Shouhui Zhao
Zhao, Shouhui
Shouhui
Zhao
University of Bergen and Shanghai International Studies University
2
A01
Dongbo Zhang
Zhang, Dongbo
Dongbo
Zhang
Michigan State University
01
This study examines the conflicting nature of official language-in-education planning goals in Singapore through analysing, firstly, the inconsistencies in curriculum reform documents at different levels of the goals and pedagogies of Chinese character (汉字 <i>hanzi</i>) teaching; and secondly, the inconsistencies between what is stated in these documents about <i>hanzi</i> and students’ and teachers’ perceptions as well as teaching practices related to <i>hanzi</i>. Based on student and teacher surveys, supplemented by teachers’ focus group discussions and classroom observations, this chapter provides a critical evaluation of multiple dimensions of the official policies and instructional guides on <i>hanzi</i> teaching and learning in Singapore’s primary schools. The study endeavors to draw attention to the humanistic dimensions of <i>hanzi</i> education such as its values in cultural heritage, artistic/aesthetic appreciation and character cultivation. It calls for a holistic evaluation of <i>hanzi</i>’s role from a broader perspective and aims to place a more proper status of <i>hanzi</i> in the next round of reform of Chinese-as-a-mother-tongue education in Singapore.
10
01
JB code
aals.12.10che
181
200
20
Article
17
01
Chapter 9. Chinese language teaching in Australia
1
A01
Shen Chen
Chen, Shen
Shen
Chen
University of Newcastle
2
A01
Yuzhe Zhang
Zhang, Yuzhe
Yuzhe
Zhang
University of Newcastle, Australia
01
Located in the Asian-Pacific region, Australia is a unique example an English speaking country which has progressive language policies to promote Asian languages, Chinese in particular. History has witnessed three stages of development of Chinese language teaching. In the first stage, Chinese language learning was initiated and organised by local Chinese community schools featured with different curricula decided by various sub-groups. Secondly, the Australian government’s multicultural and language policies have further promoted and supported Chinese language learning in community schools. Finally, the Chinese language teaching has expanded to the mainstream schools on the basis of state-based curricula. A national unified curriculum is being developed in order to meet the needs of the fast growing number of learners of Chinese in schools all over the nation. The research described in this chapter on Chinese language teaching in community schools and mainstream schools is based on a policy study of Australia and a case study through qualitative investigations at three universities in the state of New South Wales. The research has revealed some pedagogical problems of Chinese language teaching in the social and cultural context of Australia and provided some suggestions to improve the current performance of Chinese language teaching and learning.
10
01
JB code
aals.12.s4
Section header
18
01
Part IV. Chinese language, culture and identity
10
01
JB code
aals.12.11fra
203
218
16
Article
19
01
Chapter 10. Speaking of identity?
British-Chinese young people’s perspectives on language and ethnic identity
1
A01
Becky Francis
Francis, Becky
Becky
Francis
King’s College, London
2
A01
Ada Mau
Mau, Ada
Ada
Mau
King’s College, London
3
A01
Louise Archer
Archer, Louise
Louise
Archer
King’s College, London
01
Young people’s constructions of the relationship between language and ethnic identity is discussed, drawing on data from 60 British-Chinese complementary school attendees, and 38 young people of Chinese/mixed heritage that constructed themselves as not being able to speak Chinese. Those young people attending Chinese complementary school strongly foregrounded fluency in heritage language as essential to Chinese identity. Indeed some of these young people drew on moral and nationalistic discourses to challenge the possibility of identification as ‘Chinese’ without fluency in ‘mother tongue’. However, it was also found that, for those young people not able to speak the language, this did not preclude their identification as Chinese: these young people drew on a range of signifiers of Chinese culture, connection, and engagement to position themselves as wholly or partly ‘Chinese’. The impact of the different diasporic family histories for the two sample groups is discussed in relation to the young people’s different constructions, and theoretical implications of the findings considered. It is argued that, despite discourses that produce idealised notions of ‘essential’ features of Chinese culture, in practice young people demonstrate agency in their diverse productions and understandings of ‘Chineseness’.
10
01
JB code
aals.12.12li
219
238
20
Article
20
01
Chapter 11. Chinese language learning by adolescents and young adults in the Chinese diaspora
Motivation, ethnicity, and identity
1
A01
Duanduan Li
Li, Duanduan
Duanduan
Li
University of British Columbia
2
A01
Patricia A. Duff
Duff, Patricia A.
Patricia A.
Duff
University of British Columbia
01
Issues connected with motivation, ethnicity, and identity among adolescent and young adult heritage language learners are the subject of a growing amount of research in diaspora communities. However, until recently, this research has tended to be quantitative, and the constructs were theorized and operationalized in a categorical or essentialist manner. This chapter aims to (1) describe some of the changes in theory that are relevant to Chinese heritage language (CHL) learning, seeing it as a much more dynamic, multilingual, nonlinear, and contingent process; (2) review recent research examining these socio-affective factors among CHL learners; (3) present a study on the longitudinal trajectories, motivations, and identities of four individuals learning CHL in a Western Canadian university program; and (4) consider implications of this work for improving curriculum, pedagogy, learning materials, and policies.
10
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JB code
aals.12.13ind
239
244
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Miscellaneous
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Index
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