Learning Chinese in Diasporic Communities

Many pathways to being Chinese

Editors
Xiao Lan Curdt-Christiansen | University of Reading
Andy Hancock | University of Edinburgh
HardboundAvailable
ISBN 9789027205292 | EUR 95.00 | USD 143.00
 
PaperbackAvailable
ISBN 9789027205308 | EUR 36.00 | USD 54.00
 
e-Book
ISBN 9789027270245 | EUR 95.00/36.00*
| USD 143.00/54.00*
 
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This book brings together new theoretical perspectives and bilingual education models from different sociopolitical and cultural contexts across the globe in order to address the importance of sociocultural, educational and linguistic environments that create, enhance or limit the ways in which diasporic children and young people acquire the ‘Chinese’ language. The chapters present a variety of research-based studies on Chinese heritage language education and bilingual education drawing on detailed investigations of formal and informal educational input including language socialization in families, community heritage language schools and government sponsored educational institutions. Exploring the many pathways of learning ‘Chinese’ and being ‘Chinese’, this volume also examines the complex nature of language acquisition and development, involving language attitudes and ideologies as well as linguistic practices and identity formation. Learning Chinese in Diasporic Communities is intended for researchers, teacher-educators, students and practitioners in the fields of Chinese language education and bilingual education and more broadly those concerned with language policy studies and sociolinguistics.
[AILA Applied Linguistics Series, 12] 2014.  xv, 243 pp.
Publishing status: Available
Table of Contents
“This book makes a solid and sustained contribution to not only the burgeoning literature about Chinese as a global language but also our general understanding of linguistic, cultural and educational development in an increasingly multilingual world. Bringing together perspectives from an array of researchers from Asia, Europe, North America and Australia, it sheds new light on the creative and complex process whereby the Chinese language is used, taught, acquired, inherited and maintained in a wide range of socio-cultural-historical contexts. It advances our knowledge of the interaction between transnational migrations on the one hand, and language, identity, family dynamics, formal education, policy and politics on the other. It succeeds in striking a balance between rigor in research and richness in recounting.”
“This book is a very welcome antidote and corrective to recent writing and policy development in response to the rise of economic power of the People’s Republic of China that neglects the large number of geographically dispersed and socio-culturally diverse people who are the speakers of Chinese. In too many societies Chinese speakers are positioned as distant interlocutors to be encountered on foreign travel to conduct business in an admittedly very large but single socio-political entity. But Chinese is a living language of communities all across the world, one of its distinguishing features being the diaspora with its many varieties held together by common writing and some norms of origin, shared tradition and common values. In this diaspora there is also a multiplicity of socio-political realities, independent statehood, transitional autonomies of various degrees and both large and very small immigrant statuses. The authors and editors of this fine collection track the array of family socialisation patterns, complementary/heritage language schooling, diverse models of bilingualism and complex configurations of identity and culture that characterise the Sinophone world, and expand our sense of what it means to say “Chinese” and mean either people, language or culture. This is an important service to scholarship, to good teaching focused on learner needs and to new and more sophisticated language education policies adapted to the trans-national and diasporic realities of languages that have more than states behind them.”
Cited by

Cited by 20 other publications

Curdt-Christiansen, Xiao Lan & Jing Huang
2021. “Pride” and “profit”: a sociolinguistic profile of the Chinese communities in Britain. International Journal of the Sociology of Language 2021:269  pp. 47 ff. DOI logo
Curdt-Christiansen, Xiao Lan & Francesca La Morgia
2018. Managing heritage language development: Opportunities and challenges for Chinese, Italian and Pakistani Urdu-speaking families in the UK . Multilingua 37:2  pp. 177 ff. DOI logo
Dong, Jie
2017. Voice making in intercultural communication: the Chinese transcontinental ‘commuters’. Language and Intercultural Communication 17:2  pp. 150 ff. DOI logo
Duff, Patricia & Liam Doherty
2019. Learning “Chinese” as a heritage language. In The Routledge Handbook of Chinese Applied Linguistics,  pp. 149 ff. DOI logo
Duff, Patricia A.
2015. Transnationalism, Multilingualism, and Identity. Annual Review of Applied Linguistics 35  pp. 57 ff. DOI logo
Díaz, Adriana Raquel
2016. Developing Interculturally-Oriented Teaching Resources in CFL: Meeting the Challenge. In Exploring Innovative Pedagogy in the Teaching and Learning of Chinese as a Foreign Language [Multilingual Education, 15],  pp. 115 ff. DOI logo
Ganassin, Sara
2019. Teaching and learning about Chinese culture: pupils’ and teachers’ experiences of Chinese community schooling in the UK. Language and Intercultural Communication 19:2  pp. 167 ff. DOI logo
Ganassin, Sara & Prue Holmes
2020. ‘I Was Surprised to See You in a Chinese School’: Researching Multilingually Opportunities and Challenges in Community-Based Research. Applied Linguistics 41:6  pp. 827 ff. DOI logo
Gong, Yang (Frank) & Huichao (Claire) Zhang
2023. Special Issue Editorial. Researching and Teaching Chinese as a Foreign Language 4:1  pp. 41 ff. DOI logo
Koh, Sin Yee, Chang-Yau Hoon & Noor Azam Haji-Othman
2021. “Mandarin Fever” and Chinese Language-learning in Brunei’s Middle Schools: Discrepant Discourses, Multifaceted Realities and Institutional Barriers. Asian Studies Review 45:2  pp. 325 ff. DOI logo
Lee, Sherman
2022. The Chinese Diaspora: Language Maintenance and Loss. In The Cambridge Handbook of Language Contact,  pp. 690 ff. DOI logo
Locher-Lo, Caroline C. H.
2019. Ousted and muted: the evolution and current institutional and social support of Chinese Heritage Language education policies and practices in British Columbia. Educational Research for Policy and Practice 18:2  pp. 99 ff. DOI logo
Shen, Chunxuan & Wenying Jiang
2021. Heritage language maintenance and identity among the second-generation Chinese-Australian children. Bilingual Research Journal 44:1  pp. 6 ff. DOI logo
Wang, Danping
2023. Chinese as a Heritage Language in New Zealand: A Historical Overview. In Teaching Chinese in the Anglophone World [Multilingual Education, 44],  pp. 21 ff. DOI logo
Wang, Lanting & M. Obaidul Hamid
2022. Journey towards an unreachable destiny: parental struggles in the intergenerational transmission of Chinese as a heritage language in Australia. International Journal of the Sociology of Language 2022:276  pp. 207 ff. DOI logo
Wang, Weihong & Xiao Lan Curdt-Christiansen
2021. Lost in translation: parents as medium translators in intergenerational language transmission. Current Issues in Language Planning 22:4  pp. 362 ff. DOI logo
Wang, Yining & Jia Li
2024. Changing discourses of Chinese language maintenance in Australia: unpacking language ideologies of first-generation Chinese immigrant parents from People’s Republic of China. Frontiers in Psychology 14 DOI logo
Xu, Jianwei & Hui Huang
2019. ‘Thousands in gold in a family count far less than a skill one possesses’: socializing cultural competence in Chinese heritage language learning. Multicultural Education Review 11:4  pp. 296 ff. DOI logo
Zheng, Bingjie
2022. Scaling bi/multilingualism through dual language education: a multi-sited study of diverse learners’ views. Journal of Multilingual and Multicultural Development 43:6  pp. 554 ff. DOI logo
[no author supplied]
2022. Language Diasporas. In The Cambridge Handbook of Language Contact,  pp. 611 ff. DOI logo

This list is based on CrossRef data as of 19 february 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.

Subjects

Main BIC Subject

CFDC: Language acquisition

Main BISAC Subject

LAN009000: LANGUAGE ARTS & DISCIPLINES / Linguistics / General
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U.S. Library of Congress Control Number:  2014008331 | Marc record