Learning Vietnamese as a Heritage Language in Taiwan

Autor/inn/en	Yeh, Yu-Ching; Ho, Hsiang-Ju; Chen, Ming-Chung
Titel	Learning Vietnamese as a Heritage Language in Taiwan
Quelle	In: Journal of Multilingual and Multicultural Development, 36 (2015) 3, S.255-265 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0143-4632
DOI	10.1080/01434632.2014.912284
Schlagwörter	Heritage Education; Native Language Instruction; Vietnamese; Foreign Countries; Immigrants; Questionnaires; Elementary School Students; Parent Attitudes; Parent Influence; Marriage; Mothers; National Curriculum; Attitude Measures; Likert Scales; Language Usage; Influences; Correlation; Family Characteristics; Factor Analysis; Taiwan + Suchen Sie Ihr Suchwort? Native language education; Muttersprachlicher Unterricht; Ausland; Immigrant; Immigrantin; Immigranten; Fragebogen; Elternverhalten; Ehe; Mother; Mutter; Likert-Skala; Sprachgebrauch; Influence; Einfluss; Einflussfaktor; Korrelation; Faktorenanalyse
Abstract	In 2011, the Taiwanese Government began a campaign to encourage new immigrants to teach their native languages (heritage languages) to their children. However, these heritage languages are seldom used in cross-national families and the effectiveness of formal heritage language courses in Taiwan has yet to be explored. The present study examines the influence of school and family support on children's attitudes towards heritage language learning. A structured questionnaire was developed and sent to 234 primary school pupils whose mothers are Vietnamese and fathers are Taiwanese. Results revealed that: (1) the immigrant mothers who speak Vietnamese at home with their children increased their children's motivation to learn Vietnamese as a heritage language; (2) the pupils reported that they received limited school support in their Vietnamese courses; and (3) the children who live with their immigrant parents are more motivated to learn Vietnamese than those who do not. The implications of these findings are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01