ABSTRACT
This chapter considers areas of Chinese as a heritage language (CHL) research that have received the greatest attention to date and then highlights topics for further study, especially in conjunction with the theme of institutionalism of HL education. Linguistically oriented studies of CHL, as in Chinese as a foreign language, often look cross-sectionally at learners' abilities in various aspects of speech or writing at just one point in time or over a few weeks or a semester. The chapter discusses the experiences of young adults in postsecondary programs or other learning contexts, and finally considers older adults with young or school-aged children reflecting on challenges faced in their lifetimes in terms of Chinese language learning and retention themselves and now with their own children. It suggests areas for improvement as part of further institutionalization of CHL education across the various domains in which it occurs.
