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Author Name:    CURDT-CHRISTIANSEN, Xiao Lan and Andy HANCOCK, (eds.)

Title:   Learning Chinese in Diasporic Communities : Many Pathways to Being Chinese.AILA Applied Linguistics Series.

Publisher:    John Benjamins Publishing Company, Amsterdam & Philadelphia, 2014, ISBN:9789027205308 

Seller ID:   106503

CURDT-CHRISTIANSEN, Xiao Lan and Andy HANCOCK, (eds.). Learning Chinese in Diasporic Communities : Many Pathways to Being Chinese. Amsterdam & Philadelphia : John Benjamins Publishing Company, (2014). Pp (4),[v]-xii,(4),[1]- 243,(1). Figures, tables in text. 8vo, blue cardcovers. No. 12 In the AILA Applied Linguistics Series. "This book brings together new theoretical perspectives and bilingual education models from different sociopolitical and cultural contexts across the globe in order to address the importance of sociocultural, educational and linguistic environments that create, enhance orlimit the ways in which diasporic children and young people acquire the ‘C hinese’ language. The chapters present a variety of research-based studies on Chinese heritage language education and bilingual education drawing on detailed investigations of formal and informal educational input including language socialization in families, community heritage language schools and government sponsored educational institutions. Exploring the many pathways of learning ‘Chinese’ and being ‘Chinese’, this volume also examines the complex nature of language acquisition and development, involving language attitudes and ideologies as well as linguistic practices and identity formation. Learning Chinese in Diasporic Communities is intended for researchers, teacher-educators, students and practitioners in the fields of Chinese language education and bilingual education and more broadly those concerned with language policy studies and sociolinguistics. "- from rear cover. Introduction (by Xiao Lan Curdt-Christiansen and Andy Hancock). Part I. Family Socialization Patterns in Language Learning and Literacy Practices. 1. Language socialization into Chinese language and “Chineseness” in diaspora communities (by Patricia A. Duff); 2. Family language policy: Is learning Chinese at odds with learning English? (by Xiao Lan Curdt-Christiansen). Part II. Complementary / Heritage Chinese schools in Diasporas. 3. Chinese complementary schools in Scotland and the Continua of Biliteracy (by Andy Hancock); 4. Chinese Heritage Language Schools in the United States (by Chan Lu); 5. Learning and teaching Chinese in the Netherlands: The metapragmatics of a polycentric language (by Jinling Li and Kasper Juffermans); 6. Language and literacy teaching, learning and socialization in the Chinese complementary school classroom (by Li Wei and Zhu Hua). Part III. Bilingual Chinese Educational Models. 7. Chinese Education in Malaysia: Past and Present (by Wang Xiaomei); 8. Conflicting goals of language-in-education planning in Singapore: Chinese character (- - hanzi) education as a case (by Shouhui Zhao and Dongbo Zhang); 9. Chinese language teaching in Australia (by Shen Chen and Yuzhe Zhang). Part IV. Chinese Language, Culture and Identity. 10. Speaking of identity?: British-Chinese young people’s perspectives on language and ethnic identity (by Becky Francis, Ada Mau and Louise Archer); 11. Chinese language learning by adolescents and young adults in the Chinese diaspora: Motivation, ethnicity, and identity (by Duanduan Li and Patricia A. Duff). With index. Fine, as new. 35.00


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