Learning Chinese in Diasporic Communities ：Many pathways to being Chinese ( AILA Applied Linguistics Series )

Publication subTitle ：Many pathways to being Chinese

Publication series ： AILA Applied Linguistics Series

Author： Xiao Lan Curdt-Christiansen   Andy Hancock  

Publisher： John Benjamins Publishing Company‎

Publication year： 2014

E-ISBN: 9789027270245

P-ISBN(Paperback): 9789027205292

Subject： H195 Teaching of Chinese

Language： ENG

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Disclaimer: Any content in publications that violate the sovereignty, the constitution or regulations of the PRC is not accepted or approved by CNPIEC.

Description

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.

Chapter

Learning Chinese in Diasporic Communities

Learning Chinese in Diasporic Communities

Editorial page

Editorial page

Title page

Title page

LCC data

LCC data

Table of contents

Table of contents

Preface

Preface

Contributors

Contributors

List of figures

List of figures

List of tables

List of tables

Introduction

Introduction

Aims of the Book

Aims of the Book

Rationale of the book

Rationale of the book

Structure of the book

Structure of the book

References

References

Part I. Family socialization patterns in language learning and literacy practices

Part I. Family socialization patterns in language learning and literacy practices

Language socialization into Chinese language and “Chineseness” in diaspora communities

Language socialization into Chinese language and “Chineseness” in diaspora communities

Introduction

Introduction

Language socialization: Negotiating languages and identities in diaspora settings and discourses

Language socialization: Negotiating languages and identities in diaspora settings and discourses

Research on LS in Chinese families

Research on LS in Chinese families

Code-switching and forms of address

Code-switching and forms of address

Shaming

Shaming

Narrativity

Narrativity

Dinnertime discourse: Speaking in (and about) good taste

Dinnertime discourse: Speaking in (and about) good taste

Socialization through other semiotic resources, networks, and activities

Socialization through other semiotic resources, networks, and activities

LS in international adoptive families

LS in international adoptive families

Conclusion

Conclusion

References

References

Family language policy

Family language policy

References

References

Part II. Complementary/heritage Chinese schools in diasporas

Part II. Complementary/heritage Chinese schools in diasporas

Chinese Complementary Schools in Scotland and the Continua of Biliteracy

Chinese Complementary Schools in Scotland and the Continua of Biliteracy

Introduction

Introduction

The Chinese school and the community

The Chinese school and the community

Scottish education system

Scottish education system

Continua of biliteracy

Continua of biliteracy

Contexts of biliteracy

Contexts of biliteracy

Content of biliteracy

Content of biliteracy

Media of biliteracy

Media of biliteracy

Development of biliteracy

Development of biliteracy

Conclusion

Conclusion

References

References

Chinese Heritage Language Schools in the United States

Chinese Heritage Language Schools in the United States

Introduction

Introduction

Background of Chinese heritage language schools in the U.S.

Background of Chinese heritage language schools in the U.S.

Current environment for Chinese heritage language schools in the U.S.

Current environment for Chinese heritage language schools in the U.S.

A Case of Chinese heritage language learners in the U.S.

A Case of Chinese heritage language learners in the U.S.

Methods

Methods

The City

The City

The Chinese school

The Chinese school

Students’ profiles

Students’ profiles

Parents’ profiles

Parents’ profiles

Teachers’ profiles

Teachers’ profiles

Curriculum, instruction and assessment

Curriculum, instruction and assessment

Discussion and suggestions for enhancing CHL schools

Discussion and suggestions for enhancing CHL schools

Conclusion

Conclusion

References

References

Learning and teaching Chinese in the Netherlands

Learning and teaching Chinese in the Netherlands

Introduction

Introduction

Theoretical framework: Metapragmatics, polycentricity and Chinese

Theoretical framework: Metapragmatics, polycentricity and Chinese

China and the Chinese diaspora in the Netherlands

China and the Chinese diaspora in the Netherlands

A Chinese complementary school in the Netherlands

A Chinese complementary school in the Netherlands

Methodology

Methodology

The metapragmatics of sociolinguistic transformation

The metapragmatics of sociolinguistic transformation

Conclusions

Conclusions

Acknowledgements

Acknowledgements

Transcription conventions

Transcription conventions

References

References

Language and literacy teaching, learning and socialization in the Chinese complementary school classroom

Language and literacy teaching, learning and socialization in the Chinese complementary school classroom

Introduction

Introduction

Complementary schools for the Chinese diasporic communities

Complementary schools for the Chinese diasporic communities

Changing hierarchies of the Chinese language and implications for Chinese complementary schools in Britain

Changing hierarchies of the Chinese language and implications for Chinese complementary schools in Britain

The present study

The present study

Ideological and literacy socialization

Ideological and literacy socialization

Shifting power, changing language

Shifting power, changing language

Pedagogical tensions

Pedagogical tensions

Socializational teaching and identity negotiation

Socializational teaching and identity negotiation

Summary and conclusion

Summary and conclusion

Acknowledgements

Acknowledgements

References

References

Part III. Bilingual Chinese educational models

Part III. Bilingual Chinese educational models

Chinese Education in Malaysia

Chinese Education in Malaysia

Introduction

Introduction

Chinese education in dialects and old-style Sishu before the 20th Century

Chinese education in dialects and old-style Sishu before the 20th Century

Chinese education in Mandarin and the new-style schools in early 20th Century

Chinese education in Mandarin and the new-style schools in early 20th Century

Localization of Chinese education in the 1950s

Localization of Chinese education in the 1950s

The evolution of Chinese schools in the 1960s and 1970s

The evolution of Chinese schools in the 1960s and 1970s

KBSR and teaching simplified Chinese characters and Hanyu pinyin in the 1980s

KBSR and teaching simplified Chinese characters and Hanyu pinyin in the 1980s

Chinese education after the 1990s

Chinese education after the 1990s

Present situation of Chinese education in Malaysia

Present situation of Chinese education in Malaysia

Concluding remarks

Concluding remarks

References

References

Conflicting goals of language-in-education planning in Singapore

Conflicting goals of language-in-education planning in Singapore

Recent development of Chinese language education: The modular curriculum

Recent development of Chinese language education: The modular curriculum

Chinese language education: A missing link between culture transition and hanzi study

Chinese language education: A missing link between culture transition and hanzi study

Hanzi as a cultural phenomenon

Hanzi as a cultural phenomenon

Bearer of Chinese culture

Bearer of Chinese culture

Totem of spiritual expression

Totem of spiritual expression

Genre of indigenous art (Calligraphy)

Genre of indigenous art (Calligraphy)

Unifier of linguistically heterogeneous groups

Unifier of linguistically heterogeneous groups

Cultivator of personalities

Cultivator of personalities

Paradoxical narrative in official documents: An inter-textual analysis

Paradoxical narrative in official documents: An inter-textual analysis

Teachers’ and students’ perceptions of hanzi and hanzi education

Teachers’ and students’ perceptions of hanzi and hanzi education

Student and teacher survey

Student and teacher survey

Interest in hanzi

Interest in hanzi

Practical functions of hanzi

Practical functions of hanzi

Cultural-aesthetic values of hanzi

Cultural-aesthetic values of hanzi

Students’ self-assessment of hanzi-related abilities

Students’ self-assessment of hanzi-related abilities

Correlations between student variables

Correlations between student variables

Teacher interview: Focus Group Discussion (FGD)

Teacher interview: Focus Group Discussion (FGD)

Classroom observation

Classroom observation

Conclusion and implications

Conclusion and implications

Acknowledgment

Acknowledgment

References

References

Chinese language teaching in Australia

Chinese language teaching in Australia

Introduction

Introduction

Chinese migrants in Australia

Chinese migrants in Australia

Australia’s policy on multiculturalism

Australia’s policy on multiculturalism

Australia’s policy on Asian languages

Australia’s policy on Asian languages

Chinese Community Schools in Australia

Chinese Community Schools in Australia

Early Chinese community schools (1900–1990)

Early Chinese community schools (1900–1990)

Recent development in Chinese community schools – the case of Xinjinshan School

Recent development in Chinese community schools – the case of Xinjinshan School

Chinese programs in mainstream schools

Chinese programs in mainstream schools

Getting started

Getting started

Chinese language teaching materials and syllabi in mainstream schools

Chinese language teaching materials and syllabi in mainstream schools

Differentiated learners in mainstream schools

Differentiated learners in mainstream schools

A critique of Chinese syllabus in NSW

A critique of Chinese syllabus in NSW

Syllabus content

Syllabus content

Teaching resources and support

Teaching resources and support

Teaching method

Teaching method

Conclusion

Conclusion

References

References

Part IV. Chinese language, culture and identity

Part IV. Chinese language, culture and identity

Speaking of identity?

Speaking of identity?

Introduction

Introduction

Conceptual background

Conceptual background

Methodology

Methodology

Constructions of the import of speaking Chinese

Constructions of the import of speaking Chinese

Language and identity

Language and identity

On not learning Chinese

On not learning Chinese

Discussion

Discussion

References

References

Chinese language learning by adolescents and young adults in the Chinese diaspora

Chinese language learning by adolescents and young adults in the Chinese diaspora

Introduction

Introduction

Examining linguistic and cultural “inheritance” and trajectories in CHL

Examining linguistic and cultural “inheritance” and trajectories in CHL

Motivation, identity, agency, and autonomy: New directions in CHL research

Motivation, identity, agency, and autonomy: New directions in CHL research

The study

The study

Findings

Findings

Amy and Flora: “Traditional” HL learners in Canada

Amy and Flora: “Traditional” HL learners in Canada

Katie and Tony: “Nontraditional” HL learners in Canada

Katie and Tony: “Nontraditional” HL learners in Canada

Discussion

Discussion

Conclusion and implications

Conclusion and implications

References

References

Index

Index

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