"Learning Cantonese Will Help Us": Elementary School Students' Perceptions of Dual Language Education

Autor/inn/en	Leung, Genevieve; Uchikoshi, Yuuko; Tong, Rosina
Titel	"Learning Cantonese Will Help Us": Elementary School Students' Perceptions of Dual Language Education
Quelle	In: Bilingual Research Journal, 41 (2018) 3, S.238-252 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1523-5882
DOI	10.1080/15235882.2018.1483978
Schlagwörter	Elementary School Students; Student Attitudes; Bilingual Education; Grade 4; Grade 5; Bilingual Students; Sino Tibetan Languages; English; Bilingualism; Multilingualism; Language Role; Immigration; Chinese Americans; Language Attitudes; Ideology; Self Concept + Suchen Sie Ihr Suchwort? Schülerverhalten; Bilingual teaching; Bilingualer Unterricht; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; English language; Englisch; Bilingualismus; Mehrsprachigkeit; Multilingualismus; Asian immigrant; Chinese; United States; Asiatischer Einwanderer; Chinesen; USA; Sprachverhalten; Ideologie; Selbstkonzept
Abstract	Though Cantonese has been spoken in the United States since the 1880s, very little is known about the attitudes of younger Cantonese speakers and learners and their ideas about their bi/multilingual identities. We fill this gap by reporting findings from focus group interviews with 14 fourth and fifth graders attending a Cantonese-English DLI school. We asked participants to discuss their beliefs about bi/multilingualism, their experiences with the DLI program, and their future aspirations using Cantonese. Three main themes resulted from the focus groups: utilitarian and intrinsic ideologies, the need for contextualizing language learning, and their general perceptions about their schooling experiences and building communicative repertoires. Specifically, findings show that students were expressive in discussing languages as a resource, the role of Cantonese in Chinese American immigration history, and the tensions between Cantonese and other more "economically useful" languages like Mandarin. Our data call for heightened attention to young learners' language ideologies and the need to better understand the complex ways learners see themselves as bi/multilingual individuals and their various intrinsic and instrumental perceptions of language learning and use. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01