
Heritage Language Development
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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
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