我抓在手里捏成棉花糖,什么烦恼不能忘
Learning Mandopop lyrics to promote bilingualism and biliteracy development
Bibliographic Data
| ID | 12752181 |
|---|---|
| Authors | Shuling Yang (0009-0002-2384-6693, University of Maryland, College Park, corresponding author) |
| Year | 2024 |
| Volume | 48 |
| Issue | 1 |
| Pages | 94-110 |
| Publication date | 2024-10-31 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Bilingual Research Journal (JOURNAL) |
| Journal identifiers | ISSN: 1523-5882 • E-ISSN: 1523-5890 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/15235882.2024.2415288 |
| OpenAlex | W4403942853 |
| Citations received | 2 |
| References cited | 46 |
Guided by heritage language and translanguaging theory, this ethnographic case study explores how a young second-generation Chinese American student used Mandopop lyrics to enhance her heritage language learning at home. Over six months, the mother, also the researcher collected 61 audio recordings of the student’s readings and singing of Mandopop, as well as translingual conversations between them. Supplemented with the researcher’s field notes, the analysis revealed significant improvements in the student’s pronunciation, Mandarin word recognition, oral language skills, and vocabulary. These improvements subsequently increased her oral translingual practices. Additionally, discussions about Mandopop lyrics enhanced the student's higher-level thinking and understanding of her heritage culture. Overall, Mandopop lyrics effectively promote the student’s bilingual and biliteracy development. This study underscores the role of Mandopop lyrics in incorporating deep cultural elements, fostering bilingualism, and enhancing biliteracy. By engaging with Mandopop, the student connects with her heritage culture and improves her linguistic abilities in a meaningful and enjoyable way, highlighting the potential of music as a valuable tool in heritage language education
Art · Bilingual education · Linguistics · Lyrics · Neuroscience of multilingualism · Pedagogy · Sociology · EFL/ESL Teaching and Learning · Multilingual Education and Policy · Psychology · Reading and Literacy Development
The Routledge Handbook of Chinese Language Teaching
Translanguaging with Multilingual Students
How to do Discourse Analysis
Pop music in informal foreign language learning
Mediational tools, private speech and disciplinary literacy practices
Conceptualizing community translanguaging through a family literacy project
Extending Bilingualism in U.S. Secondary Education
Clarifying translanguaging and deconstructing named languages
Parent-research as a process of inquiry
Beyond language crossing
Understanding Culturally Sustaining Practices Through the Lens of Chinese Immigrant Families in the United States
Language Maintenance and Language Shift Among Chinese Immigrant Parents and Their Second-Generation Children in the U.S
The Role of Parents in Chinese Heritage-Language Schools
Two dimensions of parental involvement
Heritage language maintenance and identity among the second-generation Chinese-Australian children
An AsianCrit perspective on Chinese immigrant parents’ language ideologies
Heritage language maintenance of Chinese immigrant families
Learning from a community bilingual classroom
Translanguaging for biliteracy
Heritage language revitalisation and music
Imagined Community of Education
Linguistic Aspects of Science
Heritage Languages in America
Who Are Bilinguals? Surfacing Teacher Candidates' Conceptions of Bilingualism
Orientations in Language Planning
Translanguaging as a Practical Theory of Language
Music and Memory
A Revision of Bloom's Taxonomy
Parent-as-researcher
| Unique citing works | 2 |
|---|---|
| Citations per year | 1 |
| Citation span | 2024 - 2026 (3) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 2 |