ABSTRACT
This comprehensive look at Chinese-heritage students’ academic, sociocultural, and emotional development in the public schools examines pertinent educational theories; complex (even inconvenient) realities; learning practices in and outside of schools; and social, cultural, and linguistic complications in their academic lives across diverse settings, homes, and communities.
Chinese-heritage students are by far the largest ethnic group among Asian American and Asian Canadian communities, but it is difficult to sort out their academic performance because NAEP and most state/province databases lump all Asian students’ results together. To better understand why Chinese-heritage learners range from academic role models to problematic students in need of help, it is important to understand their hearts and minds beyond test scores. This book is distinctive in building this understanding by addressing the range of issues related to Chinese-heritage K-12 students’ languages, cultures, identities, academic achievements, and challenges across North American schools.
TABLE OF CONTENTS
chapter |8 pages
Introduction
part I|62 pages
Chinese-Heritage Students' Language and Literacy Learning
chapter 1|14 pages
Chinese Students' Heritage-Language Learning in the United States
chapter 3|14 pages
Ordinary Moments Tell Extraordinary Stories
part II|64 pages
Chinese-Heritage Students' Learning across the Curriculum
part III|60 pages
Chinese-Heritage Students' Cultures and Identities
chapter 9|16 pages
(Re)positioning the “Chinatown” Default
chapter 10|11 pages
Heterogeneity and Differentiation behind Model Minority Discourse
chapter 11|16 pages
“I Feel Proud to Be an Immigrant”
chapter 12|15 pages
Of Cowboys and Communists
part IV|59 pages
Other Sociocultural Variables Confronting Chinese-Heritage Learners