Heritage language maintenance of Chinese immigrant families

Perceptions, practices, and challenges

Datos Bibliográficos

ID12752016
AutoresFeng Liang (0000-0002-2097-2099, University of Cincinnati, autor de correspondencia), Dong‐shin Shin (0000-0002-3435-112X, University of Cincinnati)
Año2021
Volumen44
Número1
Páginas23-38
Fecha de publicación2021-01-02
Peer ReviewedSí
Open AccessNo
TipoARTICLE
RevistaBilingual Research Journal (JOURNAL)
Identificadores de la revistaISSN: 1523-5882 • E-ISSN: 1523-5890
EditorialTaylor & Francis (PUBLISHER • GB)
DOI10.1080/15235882.2021.1922539
OpenAlexW3163605713
IdiomaEN
Citas recibidas36
Referencias citadas28

Drawing on sociocultural theories of language and literacy practice and Curdt-Christiansen’s theoretical framework of family language policy (FLP), this multiple case study investigates the perceptions, practices, and challenges regarding heritage language maintenance (HLM) of Chinese immigrant families in a mid-sized Midwestern American city. The findings demonstrate that both parents and children valued HLM primarily for family communication and bilingual education for Chinese and English. The families established explicit and implicit FLPs and employed various resources for HLM, but had limited external resources except for a community Chinese heritage school. The families faced challenges, including limited time and energy, along with their children’s difficulty maintaining motivation for learning Chinese

Bilingual education · Chinese americans · Heritage language · Immigration · Literacy · Neuroscience of multilingualism · Pedagogy · Perception · Political science · Sociocultural evolution · Sociology · EFL/ESL Teaching and Learning · Multilingual Education and Policy · Psychology · Second Language Learning and Teaching