ABSTRACT
This study is an attempt to contribute to the knowledge and deeper understanding of the learners of Chinese origin in Spain and how their language and cultural experiences are related to identity processes and education. Specifically, based on critical multicultural literature (Cummins, 2000, 2001; Griffiths & Troyna, 1995; Freire, 1972; Nieto, 1999, 2000; Sleeter & Grant, 2003), we want to understand how the personal, educational, and social histories, as well as migration/residential status, intersect both with heritage language and Spanish language and culture. The results presented in this chapter are part of a major biographical narrative and life history study (Carger, 1996; Clandinin & Connelly, 1994; Bolívar et al., 2001) and reflect a more comprehensive view on the linguistic experiences and challenges of learners of Chinese origin in Spain at personal and social levels. Specifically, in this chapter we focus on some of the main findings related to the heritage language education in complementary schools.
