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Chapter 3. Chinese complementary schools in Scotland and the Continua of Biliteracy
16 references·11 citing·44 second hop
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References

  • 1990The Logic of Practice17,255 cited
  • 2007Super-diversity and its implications5,762 cited
  • 2009Bilingual education in the 21st century: a global perspective3,563 cited
  • 2000Language, Power and Pedagogy3,182 cited
  • 2010Translanguaging in the Bilingual Classroom: A Pedagogy for Learning and Teaching?2,199 cited
  • 2012The Routledge Handbook of Multilingualism824 cited
  • 2002Potential Cultural Resistance to Pedagogical Imports: The Case of Communicative Language Teaching in China784 cited
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  • 2004Popular Culture, New Media and Digital Literacy in Early Childhood262 cited
  • 2011Multilinguality, Multimodality, and Multicompetence: Code‐ and Modeswitching by Minority Ethnic Children in Complementary Schools

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249 cited
  • 2004Many Pathways to Literacy236 cited
  • Cited by

    • 2019Arabic complementary schools in England: language and Fundamental British Values24 cited
    • 2023Individual agency in language-in-education policy: a story of Chinese heritage language schools in multilingual Brussels20 cited
    • 2021On the outside, looking in: learning community languages and Scotland’s 1 + 2 Language Strategy18 cited
    • 2024Community language schools: a scoping review of research, 2001 to 202312 cited
    • 2018Teaching and learning about Chinese culture: pupils’ and teachers’ experiences of Chinese community schooling in the UK10 cited
    • 2016Researching the Continua of Biliteracy8 cited
    • 2019Vanilla sauce and songs: literacies in a heritage language school6 cited
    • 2015Creating a dialogic space for research: a reading conference in a Chinese complementary school4 cited
    • 2021Reflexive language attitudes and language practices among school-aged Chinese Australian immigrant bilinguals3 cited
    • 2022The Chinese Diaspora: Language Maintenance and Loss3 cited
    • 2017Researching the Continua of Biliteracy3 cited