Teaching the Chinese language to heritage versus non-heritage learners: parents' perceptions of a community weekend school in the United States

Bessie Lee Lawton · Kim A. Logio

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Multilingual Education and Policy EFL/ESL Teaching and Learning Second Language Learning and Teaching

Abstract

This article presents results of a study on a weekend Chinese community school in a mid-Atlantic state that looks at parents' perceptions of the challenges the school faced in teaching Chinese to heritage versus non-heritage learners. Survey and qualitative interviews with parents show differences in their expectations regarding teacher communication and teaching style, and an increasing call to incorporate cultural practices into the curriculum and language learning process. These changes not only helped self-identified non-heritage learners achieve identification with the ethnic group, heritage learners who experienced ethnic ambivalence were also drawn back through increased pride and enjoyment in their heritage.

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References

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2011Korean Immigrant Mothers’ Perspectives: The Meanings of a Korean Heritage Language School for Their Children’s American Early Schooling Experiences 2022Learning and teaching Chinese as a foreign language: A scoping review 2020Neoliberal multilingualism and “humanitarian connections”: discourses around parents’ experiences with a Mandarin Chinese immersion school 2012Multilingualism in Greater China and the Chinese Language Diaspora 2020Heritage Language Maintenance Among Second-generation Chinese-American Children in a Small Chinese Community

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