Heritage Language Journalparatext
Аннотация: This paper proposes an identity theory of Chinese as a Heritage Language (hereafter CHL) development, based on the characteristics of the Chinese as a Heritage Language learner and drawing insights from Language Socialization, Second Language Acquisition, and Conversation Analysis.It posits that CHL development takes place in a three-dimensional framework with intersecting planes of time, space, and identity.Temporally, CHL development recontextualizes the past, transforms the present and precontextualizes the future.As such, it fosters rooted world citizenry with appreciation of and competence in Chinese language and culture.Spatially, it transforms local, independent communities into global, interdependent communities.A learner's CHL development depends on the degree to which s/he is able to find continuity and coherence in multiple communicative and social worlds in time and space and to develop hybrid, situated identities and stances. I. The Learner of Chinese as a Heritage LanguageBased on Valdés' (2001:38) definition of heritage learner, I define the CHL learner broadly as a language student who is raised in a home where Chinese is spoken and who speaks or at least understands the language and is to some degree bilingual in Chinese and in English.More specifically, I focus on learners who see Chinese "with a particular family relevance" (Fishman 2001:169) and who are English-dominant with no or limited reading/writing ability in Chinese.In other words, I focus on CHL development rather than maintenance.Given this understanding, Jason Chen would be a typical student in a university-level CHL classroom: Jason Chen is a 19 year old in a beginning level CHL class in a university.He can speak Cantonese and understands Mandarin, but does not know how to read and write in Chinese.He was born in Canton and immigrated with his family to Queens, New York when he was 3. Before he started Kindergarten at 6, he spoke Cantonese at home with his parents, his grandmother, and his aunt, all of whom speak Cantonese, comprehend Mandarin, and have limited command of English.He had some knowledge of English from television and from the children he played with who spoke a mixture of English, Vietnamese, Cantonese, Fujianese, Chaozhou dialect, and Mandarin.When Jason started school, his teacher thought his English was weak and placed him in extra help sessions taught by teacher aids who were bilingual in Cantonese and English.It didn't take him long to pick up English language skills.Very soon, Jason was speaking English fluently and became one of the highest achieving students in his class, all
Год издания: 2021
Источник: Heritage Language Journal
Другие ссылки: Heritage Language Journal (HTML)
Library Union Catalog of Bavaria, Berlin and Brandenburg (B3Kat Repository) (PDF)
Library Union Catalog of Bavaria, Berlin and Brandenburg (B3Kat Repository) (HTML)
Library Union Catalog of Bavaria, Berlin and Brandenburg (B3Kat Repository) (PDF)
Library Union Catalog of Bavaria, Berlin and Brandenburg (B3Kat Repository) (HTML)
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