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. v–vi
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This article is available free of charge.
Published online: 10 July 2014
https://doi.org/10.1075/aals.12.toc
https://doi.org/10.1075/aals.12.toc
Table of contents
Preface
Contributors
List of figures
List of tables
Introduction
Part I. Family socialization patterns in language learning and literacy practices
Chapter 1. Language socialization into Chinese language and “Chineseness” in diaspora communities
Chapter 2. Family language policy: Is learning Chinese at odds with learning English?
Part II. Complementary/heritage Chinese schools in diasporas
Chapter 3. Chinese complementary schools in Scotland and the Continua of Biliteracy
Chapter 4. Chinese heritage language schools in the United States
Chapter 5. Learning and teaching Chinese in the Netherlands: The metapragmatics of a polycentric language
Chapter 6. Language and literacy teaching, learning and socialization in the Chinese complementary school classroom
Part III. Bilingual Chinese educational models
Chapter 7. Chinese Education in Malaysia: Past and Present
Chapter 8. Conflicting goals of language-in-education planning in Singapore: Chinese character (汉字 hanzi) education as a case
Chapter 9. Chinese language teaching in Australia
Part IV. Chinese language, culture and identity
Chapter 10. Speaking of identity? British-Chinese young people’s perspectives on language and ethnic identity
Chapter 11. Chinese language learning by adolescents and young adults in the Chinese diaspora: Motivation, ethnicity, and identity
Index
