Teaching and Learning Chinese

Heritage Language Classroom Discourse in Montreal

Bibliographic Data

ID12112431
AuthorsXiao Lan Curdt-Christiansen (0000-0002-8973-5251, Nanyang Technological University, corresponding author)
Year2006
Volume19
Issue2
Pages189-207
Publication date2006-08-01
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueLanguage Culture and Curriculum (JOURNAL)
Journal identifiersISSN: 0790-8318 • E-ISSN: 1747-7573
PublisherRoutledge (PUBLISHER • GB)
DOI10.1080/07908310608668762
OpenAlexW1988650267
LanguageEN
Citations received11
References cited5

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 ranging from 4 to 13 years. The study took place over a period of two years between 2000 and 2002. Focusing on primary level classroom discourse and drawing on the works of Vygotsky and Bakhtin, I examine how teachers and students use language to communicate, and how their communication mediates teaching, learning and heritage language acquisition. Data sources include classroom observations, interviews with students and their teachers, students' writings, and video and audio taping of classroom activities. Implications for heritage language development and maintenance are discussed with reference to the findings of this study

Class (philosophy · Heritage language · Language acquisition · Mathematics education · Pedagogy · Sociology · Computer Science · EFL/ESL Teaching and Learning · Multilingual Education and Policy · Psychology · Second Language Learning and Teaching

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