Re-envisioning Heritage Language Education

A Study of Middle School Students Learning Mandarin Chinese

Bibliographic Data

ID19524630
AuthorsMing-Hsuan Wu (0000-0002-2315-2192, Touro College), Genevieve Leung (0000-0002-2503-6283, University of San Francisco)
Year2014
Volume11
Issue3
Pages207-223
Publication date2014-12-30
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueHeritage Language Journal (JOURNAL)
Journal identifiersISSN: 1550-7076 • E-ISSN: 1550-7076
PublisherWalter de Gruyter GmbH (PUBLISHER • DE)
DOI10.46538/hlj.11.3.2
OpenAlexW3126962653
LanguageEN
Citations received9

This article takes a language ecology perspective on the interdependence of multiple Chinese languages in the heritage communities and classrooms of middle-school students. We describe how these students struggle with Mandarin as an imposed identity and consider productive classroom exercises of linguistic rescaling that help them to critically examine the diversity of Chinese languages. This study addresses the dearth of critical examination of non-Mandarin Chinese heritage students’ lived experiences by showing interactions in which they actively engage in disrupting and dismantling conventional notions of “Chinese”

Aesthetics · Art · Chinese language · Heritage language · Linguistic diversity · Linguistics · Mandarin Chinese · Mathematics education · Pedagogy · Sociology · Visual arts · Anthropology · EFL/ESL Teaching and Learning · Multilingual Education and Policy · Psychology · Second Language Learning and Teaching

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