Heritage Language Development
Focus on East Asian Immigrants
1st Edition
Published on 13. December 2006
X, 282 pages
978-90-272-9278-0 (ISBN)
Description
This collection of studies investigates the individual, micro-psychological, and macro-societal factors that promote or discourage the development of child and young adult heritage language learners' spoken and written skills in East Asian languages (Chinese, Japanese, and Korean). The research presented in this book is based on empirical data from various learning and social settings in the United States and Canada. The contributors are themselves mostly from East Asian immigrant backgrounds and have worked closely with students from such backgrounds. This book also speaks to the needs for future research within East Asian communities that will (a) promote East Asian heritage language development in applied linguistics, (b) encourage parental, community, and national support for East Asian heritage language development, and (c) improve the teaching of oral and written skills for heritage learners of East Asian languages in various educational settings.
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Content
- Heritage Language Development
- Editorial page
- Title page
- LCC data
- Table of contents
- Acknowledgements
- Author information
- Introduction
- Heritage language development
- Growing East Asian immigrant population in the United States and Canada
- Personal and national merit of heritage language development
- Heritage language schools and university programs
- Aim and scope of this book
- I. Heritage Language Development among East Asian Immigrant Families
- The role of parents in heritage language maintenance and development
- Factors that affect heritage language maintenance and development
- Method
- Case study of home practices in heritage language learning
- Understanding the families' home practices: A discussion
- Learning from the two families: conclusions and implications
- Balancing L1 maintenance and L2 learning
- Why maintain a language?
- Method
- Results and discussion
- Conclusion and implications
- Grandparents, grandchildren, andheritage language use in Korean
- Language socialization
- Politeness
- Korean ideologies and practices of politeness
- Intergenerational transmission
- Method
- Discussion of central findings
- Conclusion
- Appendix A. CHAT symbols and abbreviations
- II. The Influence of Educational Institutions on Heritage Language Development
- Heritage language development
- Background
- Literature review
- Method
- Results
- Discussion
- Conclusion
- Appendix A
- Appendix B
- High-stakes testing and heritage language maintenance
- Introduction
- A brief overview of the No Child Left Behind Act
- Interviews with teachers and parents about high-stakes testing
- Conclusion and suggestions for raising public awareness of the value of heritage languages
- Japanese English bilingual children in three different educational environments
- Issues of bilingualism and heritage language development
- Method
- Results and discussion
- Discussion
- Conclusion and implication
- III. Heritage Language Use and Proficiency
- Heritage language maintenance by Korean-American college students
- Heritage learners of Korean in American universities: Major issues and research questions
- Method
- Results and discussion
- Conclusion and implications
- Appendix A. Language background survey
- Appendix B. Sample Korean proficiency test items
- First language use and language behavior of Chinese students in Toronto, Canada
- Background
- Background: Ethnolinguistic vitality of the Chinese community in Toronto
- Method
- Results and discussion
- Conclusion and implications
- Appendix A. Questionnaire on language use of Chinese students in Toronto
- East Asian heritage language proficiency development
- First language background
- Heritage language use, contact, and socio-psychological factors
- Parental experience and views
- Conclusion: Previous findings and a future research agenda
- References
- Index
- The series Studies in Bilingualism
