Understanding heritage language learning of early elementary children from Chinese immigrant backgrounds through children’s drawings

Abstract

The study explores how children from Chinese immigrant families create drawings in a community-based Chinese heritage language classroom. The theoretical perspectives on artifactual literacies were utilized to support the inquiry. Primary data sources included the children’s drawings. Video recordings of class conversations served as secondary data sources. Findings show that the children drew upon visual and linguistic modes to design and make their drawings to represent their understanding based on their heritage language learning. Findings also highlight the children’s bilingual identities and present that the children used the heritage language to connect to their everyday life experiences. The findings informed instructional recommendations for Chinese heritage language teachers. Suggestions included incorporating artifactual literacies into class activities for Chinese heritage language learning and calling attention to providing more educational resources and opportunities to support children from immigrant families.

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