Heritage language education in the United States: A national survey of college‐level Chinese language programs

Han Luo · Yu Li · Ming‐Ying Li

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

Abstract

Abstract This study reports the results of a national survey of Chinese as a heritage language (CHL) education in U.S. colleges and universities. Conducted during a period of 13 months, the project included an initial survey that elicited general information such as program structure, course offerings, and materials. Of the 619 institutions to which the survey was sent, 246 responses were received, of which 51 institutions were identified as offering CHL courses. A follow‐up survey of heritage‐track instructors at the 51 institutions investigated their views on existing teaching materials, challenges, successful experiences, and needs for professional development. In addition to providing a general picture of college‐level CHL education across the United States, this article also identifies urgent issues that need to be addressed for CHL education and discusses the implications for teaching CHL learners in particular and heritage language learners in general.

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References

2006Using thematic analysis in psychology 1992Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms 1999The Differentiated Classroom: Responding to the Needs of All Learners 2010Moment Analysis and translanguaging space: Discursive construction of identities by multilingual Chinese youth in Britain 2007Heritage Languages: In the ‘Wild’ and in the Classroom 2003Heritage Languages in America: Preserving a National Resource 2005Bilingualism, Heritage Language Learners, and SLA Research: Opportunities Lost or Seized?2011The Results of the National Heritage Language Survey: Implications for Teaching, Curriculum Design, and Professional Development

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