Peer Collaboration to Support Chinese Immigrant Children’s Chinese Heritage Language Use and Learning in New York

Bibliographic Data

ID22047699
AuthorsYeshan Qian (0009-0004-4073-2908, The Graduate Center, CUNY, corresponding author), Colette Daiute (0000-0003-3876-2003, The Graduate Center, CUNY)
Year2025
Volume15
Issue9
Pages1210
Publication date2025-09-12
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueEducation Sciences (JOURNAL)
Journal identifiersISSN: 2227-7102 • E-ISSN: 2227-7102
PublisherMDPI AG (PUBLISHER • IT)
DOI10.3390/educsci15091210
OpenAlexW4414591908
LanguageEN
Citations received2
References cited26

Post-monolingual circumstances are increasing reflecting the growing occurrence of multilingualism, migration, and advancing communication technologies. Cultural groups value maintaining heritage languages while also learning the ones in their new life environments. Heritage language maintenance is, for example, promoted by immigrant parents and grandparents in the Northern Netherlands, as well as in other locations. Maintaining cultural heritage language also needs innovative instructional approaches and pedagogy. This article presents a study exploring the role of peer collaboration in supporting children’s Chinese heritage language use and learning in New York City. Drawn from sociocultural theory and extended in prior research examining peer collaboration in writing development, we focused on understanding the role of peer collaboration in Chinese immigrant children’s Chinese heritage language use in an after-school (Sunday school) program. In collaboration with organizers of the school, our study involved a 30 min peer collaboration writing activity. The activity invited children to collaborate with a peer to write a letter about the fun experiences they had in the Chinese language school. Interaction processes and products were collected and analyzed to address two primary research questions including the following: What are the languages and peer collaboration processes that children in this Chinese language school used in their conversations and in the text of the letters they created together? How did children’s use of Chinese and English during peer collaboration relate to language in the texts they wrote? Results indicated that children played diverse, mutually supportive roles during their collaboration, such as suggesting narrative sequences for the letter, including confirming/agreeing, and correcting and clarifying, although different pairs balanced such strategies somewhat differently. Among numerous findings is that children used Mandarin most frequently when narrating events that they found enjoyable at the Chinese language school. The findings fill a gap in research on multilingual peer collaboration, in particular with Chinese and English in the United States. In addition to those findings, research in an after-school heritage language program provides a model for innovative research in practice

Chinese americans · Chinese as a foreign language · Cultural heritage · First language · Grandparent · Heritage language · Immigration · Language acquisition · Sociocultural evolution · EFL/ESL Teaching and Learning · Multilingual Education and Policy · Second Language Learning and Teaching

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