The Relationships among Heritage Language Proficiency, Ethnic Identity, and Self-Esteem

Autor/in	Yu, Shu-Chun
Titel	The Relationships among Heritage Language Proficiency, Ethnic Identity, and Self-Esteem
Quelle	In: FIRE: Forum for International Research in Education, 2 (2015) 2, S.57-71, Artikel 5 (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2326-3873
Schlagwörter	Native Language; Language Proficiency; Ethnicity; Self Esteem; Chinese Americans; Language of Instruction; Native Language Instruction; Student Surveys; Parent Surveys; Correlation; Mandarin Chinese; Self Concept Measures; Questionnaires; Grade 4; Grade 5; Grade 6; Grade 7; Grade 8; Rosenberg Self Esteem Scale + Suchen Sie Ihr Suchwort? Language skill; Language skills; Sprachkompetenz; Ethnizität; Self-esteem; Selbstaufmerksamkeit; Asian immigrant; Chinese; United States; Asiatischer Einwanderer; Chinesen; USA; Teaching language; Unterrichtssprache; Native language education; Muttersprachlicher Unterricht; Schülerbefragung; Korrelation; Fragebogen; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08
Abstract	With the trend toward globalization and the continual change of the ethnic composition of the U.S. population, there is increasing awareness in the U.S. that not every child is raised in an English-only family. The purpose of this research is to explore the relationships among heritage language proficiency, ethnic identity, and self-esteem in the American-born Chinese (ABC) children who go to Chinese language schools for Chinese language learning on weekends. A total of 63 students and their 56 parents are surveyed in the quantitative study. Results show that there are positive relationships between Chinese heritage language proficiency and ethnic identity (r = 0.316, p = 0.006), language proficiency and self-esteem (r = 0.255, p = 0.022), and ethnic identity and self-esteem (r = 0.240, p = 0.029). The study provides implications for the Chinese language schools, parents, educators, and policymakers, as well as the implications for future study. (As Provided).
Anmerkungen	Lehigh University Library and Technology Services. 8A East Packer Avenue, Fairchild Martindale Library Room 514, Bethlehem, PA 18015. e-mail: fire@lehigh.edu; Web site: http://preserve.lehigh.edu/fire/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01