ABSTRACT
Weaving together a richly diverse range of student voices, perspectives, and insights, this collection of studies from around the world offers the educational community a better understanding of K-12 and adult Chinese–heritage students’ languages, cultures, identities, motivations, achievements, and challenges in various cross-cultural settings outside North America. Specifically, it addresses these overarching questions:
- What are Chinese–heritage students’ experiences in language and education in and outside schools? How do they make sense of their multiple ethnic and sociocultural identities?
- What unique educational challenges and difficulties do they encounter as they acculturate, socialize, and integrate in their host country? What are their common struggles and coping strategies?
- What are the instructional practices that work for these learners in their specific contexts? What educational implications can be drawn to inform their teachers, fellow students, parents, and their educational communities in a global context?
Individual chapters employ different theoretical frameworks and methodological instruments to wrestle with these questions and critical issues faced by Chinese–heritage learners.
TABLE OF CONTENTS
chapter |10 pages
Introduction
part I|92 pages
Languages, Cultures, and Identities of Chinese–Heritage Learners in Glocalized Realities
chapter 1|18 pages
“Local-Born” Chinese–Heritage Language Learners in Hong Kong
chapter 2|16 pages
Chinese International Students in English-medium Programs in Japan
part II|86 pages
Motivation, Challenges, and Adaptation of Chinese–Heritage Learners in and across Globalized Contexts
chapter 7|18 pages
A Second-generation Chinese Student's Education in Spain
chapter 9|16 pages
Understanding Undergraduates of Chinese Heritage in the UK
part III|58 pages
Teaching, Schooling, and Pedagogical Possibilities for Chinese–Heritage Learners
chapter 12|18 pages
Chinese Language Instruction in Singapore
chapter 13|20 pages
Overseas Chinese–Heritage Students Learning to Be Chinese Language Teachers in Taiwan
part IV|17 pages
Summary and Closing Thoughts