Heritage Language Development

Focus on East Asian Immigrants

Editor

Kimi Kondo-Brown | University of Hawai‘i at Manoa

Hardbound – Available

ISBN 9789027241436 | EUR 115.00 | USD 173.00

e-Book –

ISBN 9789027292780 | EUR 115.00 | USD 173.00

This collection of studies investigates the individual, micro-psychological, and macro-societal factors that promote or discourage the development of child and young adult heritage language learners’ spoken and written skills in East Asian languages (Chinese, Japanese, and Korean). The research presented in this book is based on empirical data from various learning and social settings in the United States and Canada. The contributors are themselves mostly from East Asian immigrant backgrounds and have worked closely with students from such backgrounds. This book also speaks to the needs for future research within East Asian communities that will (a) promote East Asian heritage language development in applied linguistics, (b) encourage parental, community, and national support for East Asian heritage language development, and (c) improve the teaching of oral and written skills for heritage learners of East Asian languages in various educational settings.

[Studies in Bilingualism, 32] 2006. x, 282 pp.

Publishing status: Available
Published online on 1 July 2008

https://doi.org/10.1075/sibil.32

Table of Contents

Acknowledgments

Author information

Introduction

Kimi Kondo-Brown | pp. 1–12

Section 1: Heritage language development among East Asian immigrant families

The role of parents in heritage language maintenance and development: Case studies of Chinese immigrant children’s home practices

Guofang Li | pp. 15–32

Balancing L1 maintenance and L2 learning: Experiential narratives of Japanese immigrant families in Canada

Mitsuyo Sakamoto | pp. 33–56

Grandparents, grandchildren, and heritage language use in Korean

Eunjin Park | pp. 57–86

Section 2: The influence of educational institutions on heritage language development

Heritage language development: Understanding the roles of ethnic identity, schooling and community

Kiyomi Chinen and G. Richard Tucker | pp. 89–126

High-stakes testing and heritage language maintenance

Sarah J. Shin | pp. 127–144

Japanese English bilingual children in three different language environments

Asako Hayashi | pp. 145–171

Section 3: Heritage language use and proficiency: Associated and predictive factors

Heritage language maintenance by Korean-American college students

Eun Joo Kim | pp. 175–208

First language use and language behavior of Chinese students in Toronto, Canada

Evelyn Yee-fun Man | pp. 209–241

East Asian heritage language proficiency development

Kimi Kondo-Brown | pp. 243–258

Index | pp. 279–281

“This book contains a very rich source of information for anyone interested in intonational variation across different Englishes. It provides a large amount of prosodically transcribed data, an excellent software package with which to search it, and an appendix with over one hundred pages of preliminary quantitative information.”

Anne Wichmann, University of Cental Lancashire, in ICAME Journal 34: 236-241

Cited by (46)

Cited by 46 other publications

Order by:

Baron, Alisa, Katrina Connell, Daniel Kleinman, Lisa M. Bedore & Zenzi M. Griffin

2024. Grammatical gender in spoken word recognition in school-age Spanish monolingual and Spanish–English bilingual children. Frontiers in Psychology 15

Zhou, Yue & Yongcan Liu

2024. Language learner well-being in heritage language learning: conceptualisation, measurement, and a pathway to flourishing. International Journal of Bilingual Education and Bilingualism ► pp. 1 ff.

Soo, Rachel & Philip J. Monahan

2023. Phonetic and Lexical Encoding of Tone in Cantonese Heritage Speakers. Language and Speech 66:3 ► pp. 652 ff.

Lee, Sherman

2022. The Chinese Diaspora: Language Maintenance and Loss. In The Cambridge Handbook of Language Contact, ► pp. 690 ff.

Yang, Yilu

2022. Introduction. In Chinese Language Use by School-Aged Chinese Australians, ► pp. 1 ff.

Yousef, Areej

2022. Family language planning strategies among Australian families of Arabic-speaking background. International Journal of Bilingual Education and Bilingualism 25:10 ► pp. 3804 ff.

Gagarina, Natalia & Alessandra Milano

2021. Grammatical Development Within a Context of Early Bilingual Education and Language Support Programs. In Handbook of Early Language Education [Springer International Handbooks of Education, ], ► pp. 1 ff.

Gagarina, Natalia & Alessandra Milano

2022. Grammatical Development Within a Context of Early Bilingual Education and Language Support Programs. In Handbook of Early Language Education [Springer International Handbooks of Education, ], ► pp. 83 ff.

Kondo-Brown, Kimi

2021. Heritage Language Assessment. In The Cambridge Handbook of Heritage Languages and Linguistics, ► pp. 892 ff.

Lee, Jin Sook & Huay Chen-Wu

2021. Community-Organized Heritage Language Programs. In The Cambridge Handbook of Heritage Languages and Linguistics, ► pp. 777 ff.

Romano, Francesco Bryan

2020. Ultimate attainment in heritage language speakers: Syntactic and morphological knowledge of Italian accusative clitics. Applied Psycholinguistics 41:2 ► pp. 347 ff.

Wu, Shu-Ling

2020. Crosslinguistic influence in development of reference realization: A comparison of foreign language learners and heritage language learners. Chinese as a Second Language Research 9:2 ► pp. 227 ff.

WU, SHU‐LING

2016. Development of Thinking for Speaking: What Role Does Language Socialization Play?. The Modern Language Journal 100:2 ► pp. 446 ff.

Ivanova, Olga

2019. “My Child Is a Perfect Bilingual”: Cognition, Emotions, and Affectivity in Heritage Language Transmission. Languages 4:2 ► pp. 44 ff.

Song, Kwangok

2019. Asian Immigrant Communities' Civic Participation in Cultivating Bilingualism and Biliteracy in the United States. In Handbook of Research on Engaging Immigrant Families and Promoting Academic Success for English Language Learners [Advances in Educational Technologies and Instructional Design, ], ► pp. 157 ff.

Song, Kwangok

2022. Asian Immigrant Communities' Civic Participation in Cultivating Bilingualism and Biliteracy in the United States. In Research Anthology on Bilingual and Multilingual Education, ► pp. 66 ff.

Jee, Min Jung

2018. Heritage language proficiency in relation to attitudes, motivation, and age at immigration: a case of Korean-Australians. Language, Culture and Curriculum 31:1 ► pp. 70 ff.

Quadros, Ronice Müller de & Diane Lillo-Martin

2018. Brazilian Bimodal Bilinguals as Heritage Signers. Languages 3:3 ► pp. 32 ff.

Taguchi, Naoko

2018. Contexts and pragmatics learning: Problems and opportunities of the study abroad research. Language Teaching 51:1 ► pp. 124 ff.

Yu, Betty

2016. Code-Switching as a Communicative Resource Within Routine, Bilingual Family Interactions for a Child on the Autism Spectrum. Perspectives of the ASHA Special Interest Groups 1:14 ► pp. 17 ff.

Yu, Betty

2018. Bilingualism and Autism: A Summary of Current Research and Implications for Augmentative and Alternative Communication Practitioners. Perspectives of the ASHA Special Interest Groups 3:12 ► pp. 146 ff.

Kang, M. Agnes

2015. Social Aspects of Korean as a Heritage Language. In The Handbook of Korean Linguistics, ► pp. 405 ff.

Maghbouleh, Neda

2015. The War at Home: Militarized and Racialized Identities in the University ‘Critical Language’ Classroom. Critical Sociology 41:7-8 ► pp. 1137 ff.

Lee, Jin Sook & Wayne E. Wright

2014. The Rediscovery of Heritage and Community Language Education in the United States. Review of Research in Education 38:1 ► pp. 137 ff.

Lu, Chan

2014. Chapter 4. Chinese heritage language schools in the United States. In Learning Chinese in Diasporic Communities [AILA Applied Linguistics Series, 12], ► pp. 81 ff.

Mori, Yoshiko & Toshiko M. Calder

2013. Bilingual Vocabulary Knowledge and Arrival Age Among Japanese Heritage Language Students at Hoshuukoo. Foreign Language Annals 46:2 ► pp. 290 ff.

Oriyama, Kaya

2012. What role can community contact play in heritage language literacy development? Japanese–English bilingual children in Sydney. Journal of Multilingual and Multicultural Development 33:2 ► pp. 167 ff.

Mori, Yoshiko & Junko Mori

2011. Review of recent research (2000–2010) on learning and instruction with specific reference to L2 Japanese. Language Teaching 44:4 ► pp. 447 ff.

Park, Seong Man

2011. The role of ethnic religious community institutions in the intergenerational transmission of Korean among immigrant students in Montreal. Language, Culture and Curriculum 24:2 ► pp. 195 ff.

Polinsky, Maria

2011. REANALYSIS IN ADULT HERITAGE LANGUAGE. Studies in Second Language Acquisition 33:2 ► pp. 305 ff.

Shankar, Shalini

2011. Asian American Youth Language Use. Review of Research in Education 35:1 ► pp. 1 ff.

Shin, Sarah J.

2010. “What About Me? I'm Not Like Chinese But I'm Not Like American”: Heritage-Language Learning and Identity of Mixed-Heritage Adults. Journal of Language, Identity & Education 9:3 ► pp. 203 ff.

Zhang, Donghui

2010. Language Maintenance and Language Shift Among Chinese Immigrant Parents and Their Second-Generation Children in the U.S.. Bilingual Research Journal 33:1 ► pp. 42 ff.

Zhang, Donghui

2012. Co-Ethnic Network, Social Class, and Heritage Language Maintenance Among Chinese Immigrant Families. Journal of Language, Identity & Education 11:3 ► pp. 200 ff.

Kim, Ji-Hye, Silvina Montrul & James Yoon

2009. Binding Interpretations of Anaphors by Korean Heritage Speakers. Language Acquisition 16:1 ► pp. 3 ff.

Lee-Ellis, Sunyoung

2009. The development and validation of a Korean C-Test using Rasch Analysis. Language Testing 26:2 ► pp. 245 ff.

Montrul, Silvina

2009. Knowledge of tense-aspect and mood in Spanish heritage speakers. International Journal of Bilingualism 13:2 ► pp. 239 ff.

Montrul, Silvina

2010. Dominant language transfer in adult second language learners and heritage speakers. Second Language Research 26:3 ► pp. 293 ff.

Montrul, Silvina

2011. INTRODUCTION. Studies in Second Language Acquisition 33:2 ► pp. 155 ff.

Montrul, Silvina

2011. MORPHOLOGICAL ERRORS IN SPANISH SECOND LANGUAGE LEARNERS AND HERITAGE SPEAKERS. Studies in Second Language Acquisition 33:2 ► pp. 163 ff.

Montrul, Silvina

2019. Chapter 11. Heritage language development and the promise of Processability Theory. In Teachability and Learnability across Languages [Processability Approaches to Language Acquisition Research & Teaching, 6], ► pp. 237 ff.

He, Agnes Weiyun

2008. Heritage Language Learning and Socialization. In Encyclopedia of Language and Education, ► pp. 2766 ff.

He, Agnes Weiyun

2010. The Heart of Heritage: Sociocultural Dimensions of Heritage Language Learning. Annual Review of Applied Linguistics 30 ► pp. 66 ff.

Weiyun He, Agnes

2007. BOOK REVIEWS. International Journal of Bilingual Education and Bilingualism 10:4 ► pp. 535 ff.

[no author supplied]

2021. Heritage Language Education. In The Cambridge Handbook of Heritage Languages and Linguistics, ► pp. 759 ff.

[no author supplied]

2022. Language Diasporas. In The Cambridge Handbook of Language Contact, ► pp. 611 ff.

This list is based on CrossRef data as of 30 october 2024. 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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