Xiao Lan Curdt-Christiansen
Dados Biográficos
| ID | 1537548 |
|---|---|
| NOME | Xiao Lan Curdt-Christiansen |
| PRENOMES | Xiao Lan |
| SOBRENOME | Curdt-Christiansen |
| ASSINATURA | CURDT-CHRISTIANSEN X L |
| AFILIAÇÕES | University of Bath |
| ORCID | 0000-0002-8973-5251 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 48 |
| TOTAL DE CITAÇÕES | 477 |
| TOTAL COMO AUTOR | 48 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2006 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 11 |
Bilingual Education and Family Language Policy
Family language policy (FLP) is an important field of enquiry in applied linguistics, as it plays a critical role in children's bilingual education and their multilingual experiences. Because families do not live in a vacuum, they are often influenced by a variety of forces in and outside their homes. These forces become the bedrock on which families make decisions about how to raise and educate bilingual children. This entry begins with a brief …
Language, Culture and Ideology
Parental translanguaging in family shared-reading activities in Chinese-German families
Drawing on research on translanguaging, family language policy (FLP) and home literacy environments (HLE), this study examines the nature of translanguaging practices in Chinese-German families during home literacy activities. While translanguaging has been widely discussed in educational settings, less is known about how it unfolds in family literacy activities and how it relates to families’ broader language and educational goals. The study inv…
‘Chinese is at my fingertips’
What bedtime story means for heritage language development changes and continuities in shared reading during children’s primary school transition
Informed by frameworks of Family Language Policy (FLP) and Home Literacy Environment (HLE), this paper explores shared reading as a FLP, evolving over time under the influence of both internal family dynamics and external factors. Combining observations, interviews, and analysis of naturally occurring interactive data, the study focuses on shared-reading practices in Chinese transnational families in Germany. Data were collected during three key …
Weaving with emotions
Feedback is widely recognised as a core educational practice that shapes learners’ emotional experiences and identity development. Previous studies have primarily investigated the types and valence of emotions triggered by feedback. However, limited attention has been paid to emotions as key mediating forces in learners’ ongoing academic discourse socialisation and identity construction. This study explores the emotional experiences of Chinese in…
‘Of course Chinese people must know Hanzi’
This ethnographic case study examines how a Chinese immigrant family in the UK negotiates heritage language (HL) and literacy practices through WhatsApp, conceptualised as a micro-digitalscape within the family’s wider digital ecology. Drawing on Spolsky’s [2009. Language Management. Cambridge University Press] Family Language Policy (FLP) framework and the concept of digitalscape, the study analyses interviews, home observations and multimodal W…
Family sports planning in urban China
This study explores how parents shape adolescents’ participation in sport in urban China through a novel conceptual framework termed ‘family sports planning’. Moving beyond fragmented accounts of parental involvement, the study conceptualises family engagement with youth sport as a structured and negotiated process comprising three interrelated dimensions: family sports ideology, family sports management and family sports practices. Drawing on se…
Children’s Chinese language and literacy learning in digital homescapes
Drawing on studies of Family Language Policy (FLP) and homescape, this paper examines how digital homescapes are constructed in transnational Chinese-speaking families in Germany. Based on a qualitative longitudinal ethnographic project involving eight families with children aged 4 to 7, it explores how digital tools are integrated into home environments to support children’s Chinese language and literacy learning. The study combines ethnographic…
管我们是因为爱我们 To Guan Us Is to Love Us
This paper investigates how children interpret the practice of guan (Chinese parenting) within the home and its relationship to family language policy (FLP). The study involved nine adolescent participants from six families. Using a written reflective task, the study explores the attitudes of adolescents towards the practice of guan and its effectiveness in the development and maintenance of the heritage language (HL). Data were collected as part…
Teacher agency in practiced language policy in higher education in East and Southeast Asia (2010–2025)
Smart tools, smarter minds? Learner-AI interaction and AI assistance on critical thinking in EAP contexts
Hidden curriculum
United Nations Sustainable Development Goal 10 emphasises the need to ‘reduce inequality within and among countries.’ In line with this goal, this study focuses on the educational experiences of five rural migrant children from an urban village in China. Using the concept of hidden curriculum (HC), the study explores whether these children have encountered social exclusion in their schools. Through interviews and observations, the study shows tha…
Family Language Policy
This commentary outlines the key contributions of the issue. Addressing various language attitudes and ideologies held by family members, the commentary highlights the major themes of the collected articles, addressing important issues in the maintenance of home languages and development of minoritised languages as well as interactions between families and the wider society. In particular, it looks into why heritage and minoritised languages are …
Engaging in classroom discussions
Parental involvement in online education during Covid-19 lockdown
This paper reports on a study of Chinese parents’ involvement in their children’s heritage language (HL) development during the COVID-19 lockdowns in the UK. Involving seven transnational families, we examined the roles parents played during the online learning sessions and the factors shaping their involvement. Employing a netnographic approach, this study incorporates online classroom observations, semi-structured and focus group interviews wit…
来来, 大家一起玩’ (C’mon, let’s play together)
This paper presents an on-going study of grassroots language-planning engagement in the Chinese transnational communities in the UK. It explores how a group of Chinese mothers organise playgroups for their children to socialise with each other in linguistic and non-linguistic plays to enrich their children’s cultural and linguistic environment. Guided by Bourdieu’s signature concepts of habitus and capital, this study attempts to understand grass…
Becoming and being a teacher through emotion discourse
While the research field of English-as-Medium-of-Instruction (EMI) in China has experienced growth in recent years, covering topics ranging from top-down policies to classroom implementations and teachers' needs, there has been limited attention given to the lived emotional experiences of EMI teachers and how such experiences influence their teaching practices and identity construction. This study adopts a case study design to investigate the tea…
EMI in Chinese higher education
English in Chinese higher education has shifted from being taught as a foreign language alongside other disciplinary-focussed courses to becoming an important medium of instruction used for learning and teaching non-language related academic subjects. While using English medium instruction (EMI) seems a natural and neutral academic exercise, the switch has muddied the water of EMI implementation and caused a number of social and academic issues f…
How to kill two birds with one stone
Since their implementation in China’s tertiary education system two decades ago, EMI programmes have been reported largely less successful and more problematic than envisioned. Although portrayed as killing two birds with one stone , whereby both subject content learning and English language proficiency can be achieved in the same classroom, EMI has in reality been revealed to present a series of thorny problems, from teaching quality to learning…
‘妈妈, I miss you ’
Aims: This study explores how home language(s) are used in bilingual family members’ daily digital or non-digital interactions to demonstrate their emotions and affections for each other. The study investigates linguistic features and situated-language use of home language(s) in emotional negotiations between family members. In addition, it explores how multimodalities and languages are mixed to contribute to the interactional dynamics underlying…
Ten years later
In this special issue, we focus on how family language policy (FLP) as a field of enquiry has evolved over the ten years since the publication of the first thematic issue on FLP in Language Policy in 2013. We explore how some of the long-standing issues, such as language shift, language status and language attitude, have been addressed through the lens of raciolinguistic and critical theories, and how new challenges, such as digital communication…
Pride, prejudice and pragmatism
In this study, we examine how mobility and on-going changes in sociocultural contexts impact family language policy (FLP) in the UK. Using a questionnaire and involving 470 transnational families across the UK, our study provides a descriptive analysis of different family language practices in England and establishes how attitudes influence the different types of FLP in these families. Complementing the descriptive analysis, we use interview data…
Family language policy and school language policy
This commentary outlines the key conceptualisations and core questions related to multilingual children’s language and literacy development across different migration contexts. Addressing various language and educational ideologies held by parents and teachers, it highlights the interactions between families, schools and the wider society. In order to better understand how and why heritage languages are difficult to maintain and develop in migrat…
Pride" and "profit
In this study we explore the ongoing social changes and internal differences within the Chinese communities in Britain with regard to language practices, ethnic and cultural affiliations, and intra-community communications. Drawing on the notions of "pride" and "profit", we report on how migratory experiences influence the linguistic practices of the Chinese communities. We argue that "pride" and "profit", as manifested in language practices, are…
Invisible and visible language planning
Conflicting language ideologies and contradictory language practices in Singaporean multilingual families
Informed by family language policy (FLP) as the theoretical framework, I illustrate in this paper how language ideologies can be incongruous and language policies can be conflicting through three multilingual families in Singapore representing three major ethnic groups – Chinese, Malay and Indian. By studying their family language audits, observing their language practices, and engaging in conversations about their language ideologies, I look at …
Family language policy
Parents as agents of multilingual education
As a linguistically heterogeneous nation, China has 290 languages and nearly 2000 distinct fangyans (dialects or subdialects) with Putonghua as the national language. These languages and language varieties are hierarchically ranked, based on their wider communicative and socioeconomic values. This paper reports on how Putonghua, fangyans, and English are perceived by a group of Chinese middle-class parents and how parents as agents of language po…
Conflicting linguistic identities
This study explores the interaction between rural migrant workers’ (RMWs) language ideologies, linguistic identities and their family language planning activities in China. Focusing on language choices of RMW parents and their children, the study involves eight families who migrated from rural to urban areas. Data were collected through home observations, recorded family conversations and semi-structured interviews. The findings reveal that RMWs …
Language management in multilingual families
Managing heritage language development
Drawing on theories of family language policy and literacy environment, this inquiry explores and describes how family language policy is managed through literacy resources and literacy related activities in transnational families in the UK. A total of 66 families, each with at least one child between the age of 2 and 8, participated in this study. All children spoke English alongside their heritage/home language (HL), either Chinese, Italian, or…
Family language policy and school language policy
This commentary outlines the key conceptualisations and core questions related to multilingual children’s language and literacy development across different migration contexts. Addressing various language and educational ideologies held by parents and teachers, it highlights the interactions between families, schools and the wider society. In order to better understand how and why heritage languages are difficult to maintain and develop in migrat…
Lost in translation
This study reports on the role of parents in intergenerational language transmission in a Chinese city. Thirteen families’ everyday communication practices have been collected, including dinner table talks, homework tutoring, and children's playtime interactions. Through comparative conversation analysis, the study reveals a phenomenon of ‘medium translation,’ a de facto language practice ‘brokering’ the communication between grandparents and chi…
Multilingual families
The theme and the title for this special issue developed from a thematic colloquium that we organised at the annual meeting of the American Association for Applied Linguistics held in Portland, Ore
Family language policy and planning in China
In this editorial introduction, we present what motivated us to organise this collection of studies on family language policy and planning (FLPP) in the Chinese contexts. In order to better understand why ethnic minority languages and fangyans (also known as dialects or regionalects) are challenged by the official Chinese language, Putonghua, the introduction situates this group of studies in the disciplinary context, and proposes the family as a…
Pride, prejudice and pragmatism
In this study, we examine how mobility and on-going changes in sociocultural contexts impact family language policy (FLP) in the UK. Using a questionnaire and involving 470 transnational families across the UK, our study provides a descriptive analysis of different family language practices in England and establishes how attitudes influence the different types of FLP in these families. Complementing the descriptive analysis, we use interview data…
Ten years later
In this special issue, we focus on how family language policy (FLP) as a field of enquiry has evolved over the ten years since the publication of the first thematic issue on FLP in Language Policy in 2013. We explore how some of the long-standing issues, such as language shift, language status and language attitude, have been addressed through the lens of raciolinguistic and critical theories, and how new challenges, such as digital communication…
Teaching and Learning Chinese
This paper explores issues of teaching and learning Chinese as a heritage language in a Chinese heritage language school, the Zhonguo Saturday School, in Montreal, Quebec. With a student population of more than 1000, this school is the largest of the eight Chinese Heritage Language schools in Montreal. Students participating in this study were from seven different classes (grade K, two, three, four, five, six, and special class), their ages rangi…
Pride" and "profit
In this study we explore the ongoing social changes and internal differences within the Chinese communities in Britain with regard to language practices, ethnic and cultural affiliations, and intra-community communications. Drawing on the notions of "pride" and "profit", we report on how migratory experiences influence the linguistic practices of the Chinese communities. We argue that "pride" and "profit", as manifested in language practices, are…
Engaging in classroom discussions
来来, 大家一起玩’ (C’mon, let’s play together)
This paper presents an on-going study of grassroots language-planning engagement in the Chinese transnational communities in the UK. It explores how a group of Chinese mothers organise playgroups for their children to socialise with each other in linguistic and non-linguistic plays to enrich their children’s cultural and linguistic environment. Guided by Bourdieu’s signature concepts of habitus and capital, this study attempts to understand grass…
Introduction
In this editorial introduction, we outline the key conceptualisations and overarching questions of this collection of studies on the changing faces of the transnational communities in Britain. Using the nexus of migration and language as our critical lens, we examine the internal diversities within the transnational communities in Britain, evident in the emergence of groups differing on migration trajectories, social and educational backgrounds, …
Family Language Policy
This commentary outlines the key contributions of the issue. Addressing various language attitudes and ideologies held by family members, the commentary highlights the major themes of the collected articles, addressing important issues in the maintenance of home languages and development of minoritised languages as well as interactions between families and the wider society. In particular, it looks into why heritage and minoritised languages are …
Parental involvement in online education during Covid-19 lockdown
This paper reports on a study of Chinese parents’ involvement in their children’s heritage language (HL) development during the COVID-19 lockdowns in the UK. Involving seven transnational families, we examined the roles parents played during the online learning sessions and the factors shaping their involvement. Employing a netnographic approach, this study incorporates online classroom observations, semi-structured and focus group interviews wit…
Environmental literacy
This article examines environmental literacy topics in Chinese language textbooks used in elementary school education nationwide in China. Published by People’s Education Press, the textbooks serve as the core teaching material for literacy education of primary school children. Informed by language socialisation and literacy studies, this paper examines what texts and topics are included in textbooks that introduce child-readers to environmental …
Teaching and Learning Chinese
This paper explores issues of teaching and learning Chinese as a heritage language in a Chinese heritage language school, the Zhonguo Saturday School, in Montreal, Quebec. With a student population of more than 1000, this school is the largest of the eight Chinese Heritage Language schools in Montreal. Students participating in this study were from seven different classes (grade K, two, three, four, five, six, and special class), their ages rangi…
Multiple Schools, Languages, Experiences and Affiliations
This article focuses on the identity accounts of a group of Chinese children who attend a heritage language school. Bakhtin’s concepts of ideological becoming, and authoritative and internally persuasive discourse, frame our exploration. Taking a dialogic view of language and learning raises questions about schools as socializing spaces and ideological environments. The children in this inquiry articulate their own ideological patterns of alignme…
The dictée in multilingual contexts
We examine a familiar classroom task: the dictation exercise or dictée. This apparently simple pedagogical practice occurs in a variety of language learning settings internationally. Using extracts from our multilingual research group members’ narratives and conversations, we explore dictation in six language contexts (Chinese, Japanese, Korean, Armenian, French and English). The narratives are organized into four themes: power issues in the clas…
Exploring trilingual Chinese children’s language use
This article investigates the patterns of language use among a selected group of trilingual Chinese immigrant children. The study is located in a socio-cultural-linguistic context of a Chinese heritage language school in Montreal, Quebec. Drawing on data collected from classroom observations, I explore how children’s language choices are influenced by their socialization networks, friendship patterns and daily social interactions. The analysis of…
Invisible and visible language planning
Family language policy
Planning for Development or Decline? Education Policy for Chinese Language in Singapore
This article examines how political discourse, language ideologies, recent Chinese curriculum reforms, and their representations in the media are inextricably related. Using the Speak Mandarin Campaign as background for the inquiry, I focus on textual features of the various media sources, TV advertisements, campaign slogans, official speeches, and newspaper excerpts to illuminate the status and changing role of the Chinese language in Singapore'…
Nurturing bilingual learners
Singapore’s bilingual policy legitimises English not only as the language of governmental administration and interethnic communication, but also as the medium of instruction in all schools on all levels and across all subjects except mother tongues (MTs). As a result of these politics of language recognition, a visible shift has occurred in all ethnic groups away from MTs towards English. To rectify the language shift situation, the government ha…
Conflicting language ideologies and contradictory language practices in Singaporean multilingual families
Informed by family language policy (FLP) as the theoretical framework, I illustrate in this paper how language ideologies can be incongruous and language policies can be conflicting through three multilingual families in Singapore representing three major ethnic groups – Chinese, Malay and Indian. By studying their family language audits, observing their language practices, and engaging in conversations about their language ideologies, I look at …
Language Socialization Through Textbooks
Multilingual families
The theme and the title for this special issue developed from a thematic colloquium that we organised at the annual meeting of the American Association for Applied Linguistics held in Portland, Ore
Parents as agents of multilingual education
As a linguistically heterogeneous nation, China has 290 languages and nearly 2000 distinct fangyans (dialects or subdialects) with Putonghua as the national language. These languages and language varieties are hierarchically ranked, based on their wider communicative and socioeconomic values. This paper reports on how Putonghua, fangyans, and English are perceived by a group of Chinese middle-class parents and how parents as agents of language po…
Language management in multilingual families
Managing heritage language development
Drawing on theories of family language policy and literacy environment, this inquiry explores and describes how family language policy is managed through literacy resources and literacy related activities in transnational families in the UK. A total of 66 families, each with at least one child between the age of 2 and 8, participated in this study. All children spoke English alongside their heritage/home language (HL), either Chinese, Italian, or…
Translanguaging in a Chinese–English bilingual education programme
Since 2001, Chinese–English bilingual education has been officially promoted in many universities in mainland China. It has, however, recently been criticised for not only failing to improve students’ English proficiency, but also impeding subject knowledge learning. Drawing on ethnographic data collected through classroom observations, interviews and fieldwork notes, this study examines the practices of bilingual education in an undergraduate Bu…
Factors influencing family language policy
Teacher feedback in UK higher education
Educating migrant children in England
In multilingual societies where migration is commonplace, language attitudes and ideologies are often shaped by broader sociopolitical issues and sociocultural practices that give values to different languages and language uses. Migrant families are often caught in the middle regarding how to use their own language and culture to support their children’s academic development, and how to educate their children in the dominant societal/school langu…
Family language policy and planning in China
In this editorial introduction, we present what motivated us to organise this collection of studies on family language policy and planning (FLPP) in the Chinese contexts. In order to better understand why ethnic minority languages and fangyans (also known as dialects or regionalects) are challenged by the official Chinese language, Putonghua, the introduction situates this group of studies in the disciplinary context, and proposes the family as a…
Lost in translation
This study reports on the role of parents in intergenerational language transmission in a Chinese city. Thirteen families’ everyday communication practices have been collected, including dinner table talks, homework tutoring, and children's playtime interactions. Through comparative conversation analysis, the study reveals a phenomenon of ‘medium translation,’ a de facto language practice ‘brokering’ the communication between grandparents and chi…
Conflicting linguistic identities
This study explores the interaction between rural migrant workers’ (RMWs) language ideologies, linguistic identities and their family language planning activities in China. Focusing on language choices of RMW parents and their children, the study involves eight families who migrated from rural to urban areas. Data were collected through home observations, recorded family conversations and semi-structured interviews. The findings reveal that RMWs …
Environmental literacy
This article examines environmental literacy topics in Chinese language textbooks used in elementary school education nationwide in China. Published by People’s Education Press, the textbooks serve as the core teaching material for literacy education of primary school children. Informed by language socialisation and literacy studies, this paper examines what texts and topics are included in textbooks that introduce child-readers to environmental …
Pride" and "profit
In this study we explore the ongoing social changes and internal differences within the Chinese communities in Britain with regard to language practices, ethnic and cultural affiliations, and intra-community communications. Drawing on the notions of "pride" and "profit", we report on how migratory experiences influence the linguistic practices of the Chinese communities. We argue that "pride" and "profit", as manifested in language practices, are…
Introduction
In this editorial introduction, we outline the key conceptualisations and overarching questions of this collection of studies on the changing faces of the transnational communities in Britain. Using the nexus of migration and language as our critical lens, we examine the internal diversities within the transnational communities in Britain, evident in the emergence of groups differing on migration trajectories, social and educational backgrounds, …
Family language policy and school language policy
This commentary outlines the key conceptualisations and core questions related to multilingual children’s language and literacy development across different migration contexts. Addressing various language and educational ideologies held by parents and teachers, it highlights the interactions between families, schools and the wider society. In order to better understand how and why heritage languages are difficult to maintain and develop in migrat…
Sociology (36 obras) · Multilingual Education and Policy (34 obras) · Pedagogy (29 obras) · Linguistics (25 obras) · Second Language Learning and Teaching (25 obras) · Psychology (24 obras) · Political science (23 obras) · EFL/ESL Teaching and Learning (16 obras) · Language policy (14 obras) · Multilingualism (14 obras)