Chapter 4. Chinese heritage language schools in the United States

2014 ◽  
pp. 81-96 ◽  
Author(s):  
Chan Lu
Keyword(s):  
United States ◽  
Heritage Language ◽  
The United States ◽  
Heritage Language Schools ◽  
Chinese Heritage Language ◽  
Language Schools

Asian Immigrant Communities' Civic Participation in Cultivating Bilingualism and Biliteracy in the United States

2019 ◽  
pp. 157-171
Author(s):  
Kwangok Song
Keyword(s):  
United States ◽  
Heritage Language ◽  
Immigrant Students ◽  
The United States ◽  
Immigrant Communities ◽  
Asian Immigrant ◽  
Heritage Languages ◽  
Heritage Language Schools ◽  
Children's Literacy ◽  
Language Schools

This chapter discusses how Asian immigrant communities in the United States cultivate Asian immigrant children's literacy learning in their heritage languages. Although the United States has historically been a linguistically diverse country, bilingualism has not always been valued and acknowledged. Strong social and institutional expectations for immigrants to acquire the socially dominant language have resulted in language shifts among immigrants. Concerned about their descendants' heritage language loss, Asian immigrant communities make organized efforts to establish community-based heritage language schools. Heritage language schools play an important role in immigrant children's learning of their heritage language and culturally appropriate ways of behaving and communicating. It has also been noted that heritage language schools encounter several challenges in motivating heritage language learners. Heritage language schools should be considered as complementary education for immigrant students because they take critical responsibilities to support immigrant students' language and literacy development in their heritage languages.

Asian Immigrant Communities' Civic Participation in Cultivating Bilingualism and Biliteracy in the United States

2022 ◽  
pp. 66-80
Author(s):  
Kwangok Song
Keyword(s):  
United States ◽  
Heritage Language ◽  
Immigrant Students ◽  
The United States ◽  
Immigrant Communities ◽  
Asian Immigrant ◽  
Heritage Languages ◽  
Heritage Language Schools ◽  
Children's Literacy ◽  
Language Schools

This chapter discusses how Asian immigrant communities in the United States cultivate Asian immigrant children's literacy learning in their heritage languages. Although the United States has historically been a linguistically diverse country, bilingualism has not always been valued and acknowledged. Strong social and institutional expectations for immigrants to acquire the socially dominant language have resulted in language shifts among immigrants. Concerned about their descendants' heritage language loss, Asian immigrant communities make organized efforts to establish community-based heritage language schools. Heritage language schools play an important role in immigrant children's learning of their heritage language and culturally appropriate ways of behaving and communicating. It has also been noted that heritage language schools encounter several challenges in motivating heritage language learners. Heritage language schools should be considered as complementary education for immigrant students because they take critical responsibilities to support immigrant students' language and literacy development in their heritage languages.

scholarly journals Attitudes of Chinese Immigrant Parents to the Heritage Language Maintenance Have Positively Affected Their Children’s Chinese Learning in the United States

2020 ◽  
Vol 2 (2) ◽  
Author(s):  
Wenting Zhou
Keyword(s):  
United States ◽  
Language Proficiency ◽  
Heritage Language ◽  
Chinese Language ◽  
The United States ◽  
Study Data ◽  
Immigrant Parents ◽  
Chinese Immigrant ◽  
Chinese Heritage Language ◽  
Chinese Immigrant Parents

This study explores the relationship between Chinese parents' language background and their children's performance of learning Chinese language in the United States. Since an increasing number of Chinese immigrant families brought their children to the Chinese language school, bilingual education in those kinds of families has raised specific notice recently. In this study, data collection included surveys, audio-taped interviews, observations, and students' Chinese language test scores. Those participants were divided into two groups, the students took the children's self-satisfaction questionnaire, and the parents took the demographic survey separately. Besides, the content of audio-taped interviews was transcribed as statistical variances to find and identify patterns of the results.     Those three research questions need to be answered in this study: 1. What are the attitudes and actions of those Chinese immigrant parents who do have regard to their Children's Chinese language and literacy learning? 2. Why do some parents feel challenged to maintain Chinese in the home and face the intense pressure of English usage outside society? 3. Is there any connection between Chinese heritage language proficiency and self-efficacy in learning? After the study, the results showed a positive relationship between Chinese heritage language proficiency and students' self-esteem. Parents who were most insistent on using Chinese in the home were most successful in maintaining their children's Chinese, and they also got a better score on the Chinese language tests.

Can German Remain a Vital Heritage Language in the United States?

2013 ◽  
Vol 10 (3) ◽  
pp. 305-315
Author(s):  
Renate Ludanyi
Keyword(s):  
United States ◽  
Language Proficiency ◽  
Heritage Language ◽  
The United States ◽  
Language Instruction ◽  
German Language ◽  
Language Schools ◽  
The U.S ◽  
Culture And Language

The demise of German as a pervasive language for 300 years in the United States is due to historical and demographic reasons. Creating an awareness of Germany as an important country and strengthening the role of German teaching has gained advocates in educational and political circles in Germany as well as in the United States. Less understood and supported is the situation of German as a heritage language,despite a multitude of native German speakers who reside in the United States, in part due to global economic needs and who continue to be attracted to German as a language of use. This article describes the work of private German language schools to develop language proficiency, opportunities to use German, and a desire to speak it,and pleads for more research on German as a heritage language and interest in German language conservation.Although Austria and Switzerland also contribute to the preservation of their culture and language abroad by maintaining schools, cultural forums, etc., this article will focus primarily on Germany’s efforts to develop German language instruction in the U.S.

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