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Exploring Chinese heritage language (CHL) retention in New Zealand Chinese immigrant families

The relationship between family language policy and children’s CHL proficiency

ORCiD logo with link | University of Auckland
Published online: 30 January 2025
DOI logo with link
https://doi.org/10.1075/aral.24039.ji
Abstract
New Zealand is a multicultural and multilingual country, with Chinese being the largest ethnic group after New Zealand Europeans and Māori. However, the retention of Chinese heritage language (CHL) in New Zealand has not been extensively researched, and there is a lack of understanding of intergenerational CHL transmission in this context. Through a quantitative approach involving 114 Chinese immigrant families in New Zealand, the research investigates how three components of family language policy (FLP) — family language beliefs, language practices, and language management — interrelate with each other and influence children’s CHL development. The results indicate an intricate relationship between FLP and children’s CHL proficiency. Specifically, children’s Chinese language practice is a significant driver in enhancing their communicative proficiency, while effective language management is a crucial driver in improving Chinese literacy.
Article outline
  • 1.Introduction
  • 2.The relationship between the three components of FLP
  • 3.Roles of FLP in children’s HL maintenance
  • 4.Research method
    • 4.1Instruments and participants
    • 4.2Data analysis methods
  • 5.Results
    • 5.1Assessment of the measurement model
    • 5.2Assessment of the structural model
    • 5.3Correlations between constructs
  • 6.Discussion
    • 6.1The interrelations between the components of FLP
    • 6.2The key driver of children’s communicative skill development: Children’s positive language practice
    • 6.3The key driver of children’s literacy development: Family language management
  • 7.Implications and conclusions
  • Acknowledgments
  • Declaration of contributions from Generative AI and AI-assisted technologies in the writing process
  • References
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