ABSTRACT
This book features research on Chinese-heritage students in North American K–12 schools by an international interdisciplinary team of educators. As you have read, the chapters include both theoretical reviews and empirical studies on Chinese-heritage students’ learning of English as a new language and Chinese as a heritage language, their learning across the curriculum, their hybrid experiences and identities, and various sociocultural and familial variables affecting their academic, emotional, and psychological well-being. Collectively, these chapters showcase how these young students’ educational journeys have been; why their experiences and perspectives are similar to but also noticeably different from those of their peers from other cultural, ethnic, and linguistic backgrounds; and what their minds and hearts are longing for. Their educational experiences in the new globalized era not only have theoretical importance about K–12 Chinese-heritage students’ schooling, identities, and cultures beyond report cards and test scores but also have pedagogical and practical relevance to help their North American teachers better teach them, for their families and communities to better support them, as well as for other students to learn about and with this increasingly significant cohort of students across the educational spectrum.
