Literacy, Creativity, and Continuity

Abstract

This chapter examines what Language Socialization (LS), as an analytical perspective, may reveal about the nature of (C)HL classroom interactions and how language socialization, as an everyday practice, shapes the ends and means of these interactions. Grounded in LS, this chapter focuses on the semiotic resources for heritage language education as well as the communicative foundations for continuity/change in heritage learner identities and communities. Illustrative data are drawn from (1) community-based Chinese heritage language schools and (2) university-level CHL classes.

Cite this work

No public copy is stored for this record, so only the metadata is cited.

Stored only when both papers are in the corpus — 20 citations exist upstream.

Papers that cite the same references — the relational fallback while embeddings are still backfilling.