Teaching the Chinese language to heritage versus non-heritage learners: parents' perceptions of a community weekend school in the United States

被引：11

作者：

Lawton, Bessie Lee ^{[1
]}

Logio, Kim A. ^{[2
]}

机构：

[1] W Chester Univ, W Chester, PA 19383 USA

[2] St Josephs Univ, Dept Sociol, Philadelphia, PA 19131 USA

来源：

LANGUAGE CULTURE AND CURRICULUM | 2009年 / 22卷 / 02期

关键词：

Chinese language; Chinese community school; heritage learner; non-heritage learner; identity theory; survey; qualitative interview; ADOLESCENTS; IDENTITY;

D O I：

10.1080/07908310903067610

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

This article presents results of a study on a weekend Chinese community school in a mid-Atlantic state that looks at parents' perceptions of the challenges the school faced in teaching Chinese to heritage versus non-heritage learners. Survey and qualitative interviews with parents show differences in their expectations regarding teacher communication and teaching style, and an increasing call to incorporate cultural practices into the curriculum and language learning process. These changes not only helped self-identified non-heritage learners achieve identification with the ethnic group, heritage learners who experienced ethnic ambivalence were also drawn back through increased pride and enjoyment in their heritage.

引用

页码：137 / 155

页数：19