A Comparison of Written Chinese Achievement Among Heritage Learners in Homogeneous and Heterogeneous Groups

Datos Bibliográficos

ID8939737
AutoresHelen H Shen, Helen Shen (University of Virginia, autor de correspondencia)
Año2003
Volumen36
Número2
Páginas258-266
Fecha de publicación2003-05-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaForeign Language Annals (JOURNAL)
Identificadores de la revistaISSN: 0015-718X • E-ISSN: 1944-9720
EditorialWiley (PUBLISHER • GB)
DOI10.1111/j.1944-9720.2003.tb01475.x
OpenAlexW2055746384
IdiomaEN
Citas recibidas6
Referencias citadas16

This paper examines the effects of grouping practice on written Chinese achievement among heritage learners in college Chinese classes. Subjects were two groups of heritage students: a homogeneous group (heritage students only) and a heterogeneous group (heritage students mixed with nonheritage students). Students' performance in written Chinese was measured by an instructor‐made vocabulary test and the SAT II Chinese Test with Listening. Quantitative analysis of their performance showed that heritage students in the homogenous group performed significantly better in written Chinese with one year of study than did heritage students in the heterogeneous group with two years of study. This result suggests that in college‐level Chinese language classes, tracking based on linguistic background can improve heritage students' academic achievement, because it provides them an environment in which they can learn to their maximum capacity

Active listening · Cultural heritage · Heritage language · Homogeneous · Linguistics · Mathematics education · Pedagogy · Test (biology · Vocabulary · Communication · EFL/ESL Teaching and Learning · History · Mathematics · Multilingual Education and Policy · Psychology · Second Language Learning and Teaching