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In:Learning Chinese in Diasporic Communities: Many pathways to being Chinese
Edited by Xiao Lan Curdt-Christiansen and Andy Hancock
[AILA Applied Linguistics Series 12] 2014
► pp. 59–80

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Chapter 3. Chinese complementary schools in Scotland and the Continua of Biliteracy

 | University of Edinburgh
Published online: 10 July 2014
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https://doi.org/10.1075/aals.12.04han
This chapter employs Hornberger’s Continua of Biliteracy as an analytical framework to critically engage with the Chinese complementary school phenomena in Scotland. It begins with an historical and up-to-date overview of the Chinese diaspora in Scotland. This is followed by a discussion of each of the Continua’s four spheres of influence in turn. In particular, attention is paid to how prevailing language policies shape children’s biliteracy experiences, including a shift towards learning Mandarin (Context); how texts are frequently used by teachers to guide children to an appreciation of Chinese cultural values (Content); how teachers sometimes deviate from traditional and ‘mundane’ practices in order to generate an interest in learning Chinese literacy (Media); and how children draw on their biliterate resources to support their Chinese learning (Development). Finally, the implications for Chinese complementary schools in Scotland are outlined.
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