ABSTRACT
This chapter reviews research on Chinese heritage language (CHL) education in postsecondary settings primarily. We first examine the historical background of CHL education, taking a lifespan approach, then review contemporary research and key findings related to the following topics: CHL learners’ identities and communities, the experiences of dialect speakers, motivation, anxiety and literacy issues, curriculum, textbooks and instruction, and assessment. After briefly reviewing typical research methods in postsecondary CHL research, we suggest future directions for pedagogy and research in this area.
