Chapter2014

Chapter 4. Chinese heritage language schools in the United States

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Multilingual Education and Policy Second Language Learning and Teaching Education and experiences of immigrants and refugees

Abstract

Chinese heritage language schools in the United States have been playing a critical role in supporting the education of children of Chinese descent. This chapter first delineates the historical background and current sociopolitical environment of Chinese heritage language schools in the U.S. Then, a case of a Chinese heritage language school, including its structure, curriculum and pedagogical practices, is examined. Implications and suggestions for enhancing the school in the current context are discussed.

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1984Orientations in Language Planning 1998Reconceptualizing the Knowledge-Base of Language Teacher Education 2003Heritage Languages in America: Preserving a National Resource 2005A proposal for action: Strategies for recognizing heritage language competence as a learning resource within the mainstream classroom.2008Enrollments in Languages other than English in United States Institutions of Higher Education, Fall 2006 2009Language attitudes and heritage language maintenance among Chinese immigrant families in the USA 2020The American Community Survey 2008Chinese as a heritage language : fostering rooted world citizenry

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2017The Roles of Pinyin Skill in English‐Chinese Biliteracy Learning: Evidence From Chinese Immersion Learners 2018Teaching and learning about Chinese culture: pupils’ and teachers’ experiences of Chinese community schooling in the UK 2024Translanguaging practices in a community-based Chinese heritage early childhood classroom 2025Community-based heritage language schools as transnational counterspaces for immigrant families 2015

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