Chinese American Educational Research and Development Association
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Educational Research & Development Journal
Vol 15, No 1 (2012)
Socio-psychological Factors Affecting Heritage Language Education: Case Studies of Chinese American Adolescents |
| Jing Lei |
Abstract |
| This article analyzes the socio-psychological factors affecting heritage language education among second-generation Chinese American adolescents. By examining six heritage language learners' individual network of linguistic contacts (INLC), I explore the roles of the Chinese heritage language school, interpersonal contacts, and media-based contacts in heritage language learning. Although these six case studies illuminate different life trajectories, all of them indicate Chinese language education as both an ideological investment and an instrumental investment. The concept of investment is used to highlight language learners as having a complex history and multiple desires. Thus, the INLC and investment together provide a useful framework to study the dynamic interactions between language, identity, and social environment. I also argue that the task of maintaining heritage language and culture does not rest on the shoulders of only one party, but on the collaborative efforts from individuals, parents, teachers, schools, media, and the larger society. |
| Full Text: PDF |
ISSN: 1526-8659