Heritage Language Maintenance of Chinese Immigrant Families: Perceptions, Practices, and Challenges

Autor/inn/en	Liang, Feng; Shin, Dong-Shin
Titel	Heritage Language Maintenance of Chinese Immigrant Families: Perceptions, Practices, and Challenges
Quelle	In: Bilingual Research Journal, 44 (2021) 1, S.23-38 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Liang, Feng) ORCID (Shin, Dong-Shin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1523-5882
DOI	10.1080/15235882.2021.1922539
Schlagwörter	Language Maintenance; Family Literacy; Bilingual Education; Chinese; Immigrants; Sociocultural Patterns; Learning Theories; Case Studies; Linguistic Theory; Language Usage; English (Second Language); Second Language Learning; Parent Child Relationship; Parent Attitudes; Student Attitudes; Time Management; Learning Motivation; Native Language; Barriers; Comparative Analysis; Heritage Education; Chinese Americans + Suchen Sie Ihr Suchwort? Sprachpflege; Bilingual teaching; Bilingualer Unterricht; China; Chinesen; Immigrant; Immigrantin; Immigranten; Soziokulturelle Theorie; Learning theory; Lerntheorie; Case study; Fallstudie; Case Study; Linguistische Theorie; Sprachgebrauch; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Elternverhalten; Schülerverhalten; Zeitmanagement; Motivation for studies; Lernmotivation; Asian immigrant; Chinese; United States; Asiatischer Einwanderer; USA
Abstract	Drawing on sociocultural theories of language and literacy practice and Curdt-Christiansen's theoretical framework of family language policy (FLP), this multiple case study investigates the perceptions, practices, and challenges regarding heritage language maintenance (HLM) of Chinese immigrant families in a mid-sized Midwestern American city. The findings demonstrate that both parents and children valued HLM primarily for family communication and bilingual education for Chinese and English. The families established explicit and implicit FLPs and employed various resources for HLM, but had limited external resources except for a community Chinese heritage school. The families faced challenges, including limited time and energy, along with their children's difficulty maintaining motivation for learning Chinese. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01