Heritage Language Education and Investment among Asian American Middle Schoolers: Insights from a Charter School

Autor/inn/en	Wu, Ming-Hsuan; Lee, Kathy; Leung, Genevieve
Titel	Heritage Language Education and Investment among Asian American Middle Schoolers: Insights from a Charter School
Quelle	In: Language and Education, 28 (2014) 1, S.19-33 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0782
DOI	10.1080/09500782.2013.763818
Schlagwörter	Chinese Americans; Mandarin Chinese; Second Language Learning; Heritage Education; Learning Experience; Working Class; Ethnography; Charter Schools; Multilingualism; Middle School Students; Self Concept; Metalinguistics; Native Language; Second Language Instruction + Suchen Sie Ihr Suchwort? Asian immigrant; Chinese; United States; Asiatischer Einwanderer; Chinesen; USA; Zweitsprachenerwerb; Lernerfahrung; Arbeiterklasse; Ethnografie; Charter school; Charter-Schule; Mehrsprachigkeit; Multilingualismus; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Selbstkonzept; Metalanguage; Metasprache; Fremdsprachenunterricht
Abstract	This paper investigates Mandarin learning experiences of Chinese American teenagers from working-class families. Drawing on a subset of data from a larger ethnographic study, we focus on 14 middle schoolers who studied Mandarin as a heritage language at a socially engaging school with Mandarin as part of its official curriculum. The data highlight a mismatch between students' true heritage language and the institutionalized surrogate heritage language, which created unwanted implications for students' investment and identities in the presence of Mandarin hegemony. In a time when the teaching of Mandarin receives unprecedented educational support, this study calls for more educational efforts that attend to the large population of heritage language learners from non-Mandarin language backgrounds. We suggest that Mandarin educators have critical language awareness so they can address Chinese American students' multilingual backgrounds in ways that can value their home languages and support their investment in Mandarin. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10