Heritage Language Development
Focus on East Asian Immigrants
Editor
| University of Hawai‘i at Manoa
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
© John Benjamins Publishing Company
Table of Contents
|
Acknowledgments
|
|
|
Author information
|
|
|
1–12
|
|
|
Section 1: Heritage language development among East Asian immigrant families
|
|
|
15–32
|
|
|
33–56
|
|
|
57–86
|
|
|
Section 2: The influence of educational institutions on heritage language development
|
|
|
89–126
|
|
|
127–144
|
|
|
145–171
|
|
|
Section 3: Heritage language use and proficiency: Associated and predictive factors
|
|
|
175–208
|
|
|
209–241
|
|
|
243–258
|
|
|
References
|
259–278
|
|
Index
|
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
Cited by 30 other publications
He, Agnes Weiyun
2008.
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.
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.
Kim, Ji-Hye, Silvina Montrul & James Yoon
2009. Binding Interpretations of Anaphors by Korean Heritage Speakers.
Language Acquisition 16:1 ► pp. 3 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.
Lee-Ellis, Sunyoung
2009. The development and validation of a Korean C-Test using Rasch Analysis.
Language Testing 26:2 ► pp. 245 ff.
Lu, Chan
2014.
In Learning Chinese in Diasporic Communities [AILA Applied Linguistics Series, 12],
► pp. 81 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.
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.
In Teachability and Learnability across Languages [Processability Approaches to Language Acquisition Research & Teaching, 6],
► pp. 237 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.
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.
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.
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.
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.
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.
Song, Kwangok
2019.
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.
Taguchi, Naoko
2018. Contexts and pragmatics learning: Problems and opportunities of the study abroad research.
Language Teaching 51:1 ► pp. 124 ff.
Weiyun He, Agnes
2007. BOOK REVIEWS.
International Journal of Bilingual Education and Bilingualism 10:4 ► pp. 535 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.
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.
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.
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.
This list is based on CrossRef data as of 11 april 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.
Subjects
BIC Subject: CF – Linguistics
BISAC Subject: LAN009000 – LANGUAGE ARTS & DISCIPLINES / Linguistics / General