Thirty-two scholars examine the sociocultural, cognitive-linguistic, and educational-institutional trajectories along which Chinese as a heritage language may be acquired, maintained, and developed. They draw upon developmental psychology, functional linguistics, linguistic and cultural anthropology, discourse analysis, orthography analysis, reading research, second language acquisition, and bilingualism. This volume aims to lay a foundation for theories, models, and master scripts to be discussed, debated, and developed and to stimulate research and enhance teaching both within and beyond Chinese language education. Contributors include CAL staff members Terrence G. Wiley and Na Liu.
This volume will engage all those interested in the teaching and learning of Chinese, from teachers to parents to the students themselves. In addition, teachers and researchers of other heritage languages can learn from the models developed in and the lessons learned from the studies presented here. 2008 271 pages