Relevant bibliographies by topics / Chinese Heritage Students

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters

Academic literature on the topic 'Chinese Heritage Students'

Author: Grafiati
Published: 4 June 2021
Last updated: 12 February 2022

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Journal articles on the topic "Chinese Heritage Students"

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Liu, Yunzhen. "Heritage and Non-Heritage Chinese Students’ Pitch Representation." Journal of Modern Education Review 6, no. 8 (2016): 541–45. http://dx.doi.org/10.15341/jmer(2155-7993)/08.06.2016/004.

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Budiyana, Yoseph Edmundus. "Students’ Parents’ Attitudes toward Chinese Heritage Language Maintenance." Theory and Practice in Language Studies 7, no. 3 (2017): 195. http://dx.doi.org/10.17507/tpls.0703.05.

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The study aims to explore the Faculty of Letters’ Chinese Students’ parents’ attitude toward heritage language maintenance and the ways they help their children maintain their Chinese heritage language. The participants of this research consist of 33 fathers and 35 mothers. The finding of this study suggests that students’ parents’ weak Chinese competencies hamper the communication in Chinese heritage language with their family members such as children, spouses, siblings, and parents for its maintenance. The findings from this study also indicate that the Chinese students’ parents in the Facul
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Simpson, Ashley. "“Do you eat dog meat and monkey? . . . I didn’t know anything about China back then”: Problematising Chinese heritage students through the lens of critical interculturality." Education and Society 38, no. 1 (2020): 73–88. http://dx.doi.org/10.7459/es/38.1.05.

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Universities throughout the world contain people of Chinese heritage studying, researching or working in higher educational institutions. This paper offers a case study example from a higher education institution in China in analysing the fluctuating identity positions of Chinese heritage students. From a critical intercultural perspective, the study explores Chinese heritage students’ reflexivity about perceptions of their own Chineseness and foreignness. The paper argues against labeling or categorizing Chinese heritage students as local or international students as the notions are biased in
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Wu, Ming-Hsuan, and Genevieve Leung. "Re-envisioning Heritage Language Education: A Study of Middle School Students Learning Mandarin Chinese." Heritage Language Journal 11, no. 3 (2014): 207–23. http://dx.doi.org/10.46538/hlj.11.3.2.

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This article takes a language ecology perspective on the interdependence of multiple Chinese languages in the heritage communities and classrooms of middle-school students. We describe how these students struggle with Mandarin as an imposed identity and consider productive classroom exercises of linguistic rescaling that help them to critically examine the diversity of Chinese languages. This study addresses the dearth of critical examination of non-Mandarin Chinese heritage students’ lived experiences by showing interactions in which they actively engage in disrupting and dismantling conventi
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Xiao, Yun. "Heritage Learners in the Chinese Language Classroom: Home Background." Heritage Language Journal 4, no. 1 (2006): 47–56. http://dx.doi.org/10.46538/hlj.4.1.3.

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Studies from information-processing and language comprehension research have reported that background knowledge facilitates reading and writing. By comparing Chinese language development of heritage students who had home background in Chinese language and culture with those who did not, this study found that heritage learners did significantly better than their non-heritage counterparts in speaking, listening, grammar, and sentence constructions, but not in reading comprehension, vocabulary learning, and Chinese character writing. These results suggest that heritage learners’ oral exposure to
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Wen, Xiaohong. "Chinese Language Learning Motivation: A Comparative Study of Heritage and Non-heritage Learners." Heritage Language Journal 8, no. 3 (2011): 333–58. http://dx.doi.org/10.46538/hlj.8.3.3.

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This study investigates attitudes and motivation that influence heritage and non-heritage students’ learning of Chinese as a second language, examining the similarities and differences among three subgroups: bilingual, heritage motivated, and non-heritage learners. The study uses the socio-educational model by Gardner (1985), the internal structure model (Csizér & Dörnyei, 2005), and the attribution theory (Weiner, 1985) for the investigation. Participants were 317 students enrolled in Chinese courses at three state universities in the U.S. The results demonstrated that positive learning a
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Wong, Ka, and Yang Xiao. "Diversity and Difference: Identity Issues of Chinese Heritage Language Learners." Heritage Language Journal 7, no. 2 (2010): 314–48. http://dx.doi.org/10.46538/hlj.7.2.8.

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The goal of this study is to explore the identity constructions of Chinese heritage language students from dialect backgrounds. Their experiences in learning Mandarin as a “heritage” language—even though it is spoken neither at home nor in their immediate communities—highlight how identities are produced, processed, and practiced in our postmodern world. Based on 64 interviews with Mandarin learners from various Chinese dialect backgrounds, we present their identity issues in three conceptual categories: imagined community, linguistic hegemony, and language investment. The findings lead us to
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Zhao, Jianping. "Integrating Intangible Cultural Heritage into Ideological and Political Courses in Colleges and Universities." Journal of Contemporary Educational Research 5, no. 7 (2021): 40–44. http://dx.doi.org/10.26689/jcer.v5i7.2310.

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China’s intangible cultural heritage as an important part and the soul of the traditional Chinese culture is the cultural treasure of China and even the world. As the concept of cultural protection is deeply rooted in the minds of people, the state attaches increasing importance to intangible cultural heritage. The unique forms of cultural expressions and the special places of these expressions are deeply rooted in the Chinese culture and they should also be an important content in China’s efficient ideological and political education. This article mainly explores the significance of intangibl
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Lin, Zhen. "Book Review." Journal of Family Diversity in Education 4, no. 1 (2021): 91–94. http://dx.doi.org/10.53956/jfde.2021.148.

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The book, Educating Chinese-heritage students in the global-local nexus: Identities, challenges, and opportunities, edited by Guofang Li and Wen Ma, provides a significant addition to the current need for a better understanding of Chinese immigrant literacy learning around the world.
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Yang, Wenzhong Eric. "Chinese Language Maintenance: A Study of Chinese-American Parental Perceptions and Activities." Journal of Chinese Overseas 3, no. 2 (2007): 220–38. http://dx.doi.org/10.1163/179325407788639704.

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AbstractThis study focuses on Chinese-American parents' perceptions of their children's Chinese language use and proficiency. The sites for this study were weekend Chinese schools in New Jersey, Pennsylvania, and New York. A self-administered survey was conducted by using a random sample of 209 parents from different backgrounds. Results have indicated that these Chinese-American parents had high expectations of their children's Chinese language proficiency and tried to maintain their unique Chinese heritage and culture. When comparing parental perceptions of different groups, significant diff
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Dissertations / Theses on the topic "Chinese Heritage Students"

1

Liu, Yunzhen. "Heritage and non-heritage Chinese students' perceptions of language learning strategy use." Thesis, University of Newcastle Upon Tyne, 2012. http://hdl.handle.net/10443/1532.

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Evidence has accumulated that learningChinese as a Foreign/Second Language (CFL/CSL) andas a Heritage Language (CHL) are not the same–it has been proposed, therefore, that different learning strategies and different pedagogy are needed for these two groups of learners. However, knowledge of CHL-specific learning strategies is incomplete, andTCHL-specific pedagogy is under development (Lynch, 2003a). The current comparative study investigates heritage and non-heritage Chinese students’ perceptions of language learning strategy use. It also explores correlations among learners’ individual variab
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Barron, Paul Edward. "An evaluation of learning styles, learning issues and learning problems of Confucian heritage culture students studying hospitality and tourism management in Australia /." St. Lucia, Qld, 2004. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe17741.pdf.

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Ouyang, Li. "Motivation, cultural values, learning processes, and learning in Chinese students." Thesis, Kingston, Ont. : [s.n.], 2008. http://hdl.handle.net/1974/1340.

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Tsai, Hsiao-Feng. "Classroom Discourse and Reading Comprehension in Bilingual Settings: A Case Study of Collaborative Reasoning in a Chinese Heritage Language Learners’ Classroom." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1331045818.

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Yang, Chun-Ting. "Student Ethnic Identity and Language Behaviors in the Chinese Heritage Language Classroom." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1462865990.

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Le, Jiayong Horwitz Elaine Kolker. "Affective characteristics of American students studying Chinese in China a study of heritage and non-heritage learners' beliefs and foreign language anxiety /." 2004. http://repositories.lib.utexas.edu/bitstream/handle/2152/1352/lej52550.pdf.

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Yeh, Jia-En, and 葉佳恩. "An Action Research on Teaching Chinese Characters to Chinese Heritage Students from the United States." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/07409094751848018687.

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碩士<br>國立臺灣師範大學<br>華語文教學系<br>104<br>Learning Chinese has become a trend in recent years; with the majority of students being heritage learners. Most of the Chinese heritage students perform better on Chinese listening and speaking than on reading and writing. Many scholars believe that teaching Chinese characters is one of the main points in teaching Chinese heritage students. However, compared to the relevant studies about second language learners, the relevant studies concerning heritage students are only a few. Therefore, the main purpose of the study is to explore how to harness the linguis
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Le, Jiayong. "Affective characteristics of American students studying Chinese in China: a study of heritage and non-heritage learners' beliefs and foreign language anxiety." Thesis, 2004. http://hdl.handle.net/2152/1352.

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Su-Ching, Lin, and 林素菁. "A Study of Implementing Digital Storytelling Project into the Advanced Chinese Course for Chinese Heritage Students." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/97399310623856451790.

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碩士<br>國立暨南國際大學<br>華語文教學研究所<br>101<br>Digital Storytelling (DST) refers to the idea of combining the art of telling stories on a specific topic with a variety of digital multimedia, such as images, audio, and video. DST can fit into a variety of teaching methodologies and can be integrated into many curricular areas. The benefit of implementing DST in class is that it allows students to improve their understanding of the subject area, language skills, technical skills, and provides a higher level of thinking skills and presentation skills. In this study, the researcher designed a teaching proje
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Liao, Li-Yuan. "The Voice of Parents, Students, and Teachers Regarding Chinese Heritage Schools in Southeast Texas." Thesis, 2011. http://hdl.handle.net/1969.1/150951.

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This qualitative study shared the voices of parents, students, and teachers and their perspectives on and experiences at community-based Chinese heritage schools (CHSs) in Southeast Texas. Their voices can be seen as critical inquiries that truly represent the phenomenon of after-school Chinese language education in the United States. With in-depth interviews and content analysis, this dissertation sought to provide greater understanding in: (a) creating a dialogue among the unique perspectives and voices of parents, students, and teachers; (b) documenting how teachers, first-generation parent
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Books on the topic "Chinese Heritage Students"

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Ma, Wen. Chinese-Heritage Students in North American Schools. Routledge, 2016. http://dx.doi.org/10.4324/9781315658438.

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Li, Guofang, and Wen Ma, eds. Educating Chinese–Heritage Students in the Global–Local Nexus. Routledge, 2017. http://dx.doi.org/10.4324/9781315394541.

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Kondo-Brown, Kimmi, and James Dean Brown, eds. Teaching Chinese, Japanese, and Korean Heritage Language Students. Routledge, 2017. http://dx.doi.org/10.4324/9781315087443.

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Ma, Wen, and Guofang Li. Educating Chinese-Heritage Students in the Global-Local Nexus: Identities, Challenges, and Opportunities. Taylor & Francis Group, 2017.

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Ma, Wen, and Guofang Li. Educating Chinese-Heritage Students in the Global-Local Nexus: Identities, Challenges, and Opportunities. Taylor & Francis Group, 2017.

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Standards for Students: Instructions in Virtue from the Chinese Heritage = Di Zi Gui. Buddhist Text Translation Society, 2003.

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Kimi, Kondo-Brown, and Brown James Dean, eds. Teaching Chinese, Japanese, and Korean heritage language students: Curriculum needs, materials, and assessment. Lawrence Erlbaum Associates, 2008.

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Chinese-Heritage Students in North American Schools: Understanding Hearts and Minds Beyond Test Scores. Taylor & Francis Group, 2016.

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Chinese-Heritage Students in North American Schools: Understanding Hearts and Minds Beyond Test Scores. Taylor & Francis Group, 2016.

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10

Tse, Bonnie T. W. Student output, teacher feedback & collaborative learning: A study of adolescent students in a Chinese heritage language classroom. 1996.

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Book chapters on the topic "Chinese Heritage Students"

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Yu, Ke, and Elmé Vivier. "Speaking or Being Chinese." In Educating Chinese–Heritage Students in the Global–Local Nexus. Routledge, 2017. http://dx.doi.org/10.4324/9781315394541-5.

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Tsai, Ya-Hsun, and Jason D. Hendryx. "Overseas Chinese–Heritage Students Learning to Be Chinese Language Teachers in Taiwan." In Educating Chinese–Heritage Students in the Global–Local Nexus. Routledge, 2017. http://dx.doi.org/10.4324/9781315394541-14.

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Sun, Baoqi, and Xiao Lan Curdt-Christiansen. "Chinese Language Instruction in Singapore." In Educating Chinese–Heritage Students in the Global–Local Nexus. Routledge, 2017. http://dx.doi.org/10.4324/9781315394541-13.

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Wang, Jiayi. "Understanding Undergraduates of Chinese Heritage in the UK." In Educating Chinese–Heritage Students in the Global–Local Nexus. Routledge, 2017. http://dx.doi.org/10.4324/9781315394541-10.

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Li, Guofang, and Wen Ma. "Chinese–Heritage Learners De/Re-Territorializing Transnational Social Field." In Educating Chinese–Heritage Students in the Global–Local Nexus. Routledge, 2017. http://dx.doi.org/10.4324/9781315394541-15.

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Li, Zhen. "“Local-Born” Chinese–Heritage Language Learners in Hong Kong." In Educating Chinese–Heritage Students in the Global–Local Nexus. Routledge, 2017. http://dx.doi.org/10.4324/9781315394541-2.

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Tsukada, Hanae. "Chinese International Students in English-medium Programs in Japan." In Educating Chinese–Heritage Students in the Global–Local Nexus. Routledge, 2017. http://dx.doi.org/10.4324/9781315394541-3.

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Mancila, Iulia. "A Second-generation Chinese Student's Education in Spain." In Educating Chinese–Heritage Students in the Global–Local Nexus. Routledge, 2017. http://dx.doi.org/10.4324/9781315394541-8.

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Lie, Anita. "Learning Chinese as a Heritage Language by Two Multilingual Youths in Indonesia." In Educating Chinese–Heritage Students in the Global–Local Nexus. Routledge, 2017. http://dx.doi.org/10.4324/9781315394541-4.

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Tao, Jian (Tracy), and Xuesong Gao. "Mainland Chinese Undergraduates' Challenges and Strategic Responses in Adapting to Hong Kong." In Educating Chinese–Heritage Students in the Global–Local Nexus. Routledge, 2017. http://dx.doi.org/10.4324/9781315394541-7.

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Journal articles
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