Chinese Language Varieties: Pre- And In-Service Teachers' Voices

Autor/inn/en	Cai, Chencen; Eisenstein Ebsworth, Miriam
Titel	Chinese Language Varieties: Pre- And In-Service Teachers' Voices
Quelle	In: Journal of Multilingual and Multicultural Development, 39 (2018) 6, S.511-525 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0143-4632
DOI	10.1080/01434632.2017.1397160
Schlagwörter	Chinese; Language Variation; Subcultures; Preservice Teachers; Graduate Students; Language Teachers; Mutual Intelligibility; Curriculum Design; Written Language; Foreign Students; Chinese Americans; Second Language Learning; Second Language Instruction; Teacher Attitudes; Semi Structured Interviews; Student Attitudes; Sociolinguistics; Urban Universities; Language Attitudes; Language Planning; Language Skill Attrition; Grounded Theory; Constructivism (Learning) + Suchen Sie Ihr Suchwort? China; Chinesen; Sprachenvielfalt; Subculture; Subkultur; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Language teacher; Sprachunterricht; Lehrplangestaltung; Geschriebene Sprache; Asian immigrant; Chinese; United States; Asiatischer Einwanderer; USA; Zweitsprachenerwerb; Fremdsprachenunterricht; Lehrerverhalten; Schülerverhalten; Soziolinguistik; Sprachverhalten; Sprachwechsel; Sprachverfall
Abstract	We investigate the perceptions of international and American Chinese bilingual pre- and in-service graduate students and language teachers regarding Chinese varieties. The 25 participants were currently enrolled college students or recent graduates majoring in language education or other associated programmes at an urban university in the north-eastern United States. Semi-structured interviews probed their views regarding alternative forms of Chinese. Themes identified included: what constitutes a language versus a dialect, a consideration of ethnic and regional identity associated with Chinese varieties (fangyán), issues of mutual intelligibility, writing systems, sociopolitical and educational policy, language varieties as a resource, and concerns regarding the real and potential loss of language and associated subcultures. Findings show that with exposure to sociolinguists' views of language, teachers can clarify terminology so that they can potentially present language to students more accurately, design curricula, and consider policy alternatives. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01