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Chinese Language Education in the United States pp 167–194Cite as

The Teaching of Chinese to Heritage Language Learners at the Post-Secondary Level

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Part of the book series: Multilingual Education ((MULT,volume 14))

Abstract

This chapter presents an overview of the history, theories, research and practical issues in the area of teaching Chinese as a heritage language (TCHL) in the post-secondary setting in the United States. The theoretical aim of the chapter is to formulate interdisciplinary insights into TCHL, relating research from second language acquisition perspectives to identity research, curriculum development research, discourse analysis, and social constructionist views on language learning. The practical aim of the chapter is to provide teachers, program administrators and policy makers concrete pedagogical suggestions regarding TCHL.

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Notes

  1. 1.

    The chapter does not cover issues concerning language maintenance and indigenous language rights and national foreign language polices, all of which are however important dimensions of understanding the sociocultural context of heritage language learning.

  2. 2.

    This definition is based on Polinsky and Kagan (2007) and is called the narrow definition of HLLs to contrast with the broad definition that focuses on an individual’s cultural or heritage motivation- -> to learn the HL, not necessarily considering existing language proficiency- ->.

  3. 3.

    Learner excerpts used in this chapter were from the author’s own research.

  4. 4.

    Traditional-style characters are used here in accordance with the script-choice of NCA-CLS. Likewise, simplified-style characters are adopted in referring to the name of CSAUS also in accordance with the Organization’s script-preference.

  5. 5.

    The author is not aware of more recent publications that specifically address the vocabulary and skills coverage of the textbook-based curriculum of Chinese community schools and is thus unable to extend the insights offered in P-F. S. Wang (1996a) nearly two decades earlier.

  6. 6.

    As one of the editors of this volume points out, depending on the locale, sometimes graduate students from local universities or community volunteers who are non-parents also serve as instructors. It would be an interesting research project to study the extent to which graduate students bring different methodologies and perspectives into the community language classroom.

  7. 7.

    See, for example, Jack Richards’ (2001) discussion of academic rationalism as a widespread language curriculum ideology- -> that has had a great influence on how languages are taught in the U.S. Academic rationalism constructs language as a subject matter, an end in itself, an embodiment of knowledge, and generational wisdom (Richards 2001, p.114).

  8. 8.

    Another popular textbook for CHLLs is Oh, China! (哦,中国!) by Chou et al. (2011), published by Princeton University Press.

  9. 9.

    To this end, McGinnis (1996) specified a model for developing curriculum for HLLs based on and starting with placement diagnostics. McGinnis (1996) also suggested the use of performance-based assessment- -> methods for HLLs.

  10. 10.

    Similar needs pertain to community-based Chinese language school- ->s - -> as well, as anticipated in Wang (1996b) and still remain a persistent problem today.

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Acknowledgements

The author thanks her colleague, Duosi Meng, for sharing her insights into teaching heritage language learner s. The author also thanks her and Duosi Meng’s Chinese heritage language background students whose interests and paths in learning Chinese have been a source of knowledge. The author is also thankful to her research assistant Anci Cao for her competent help with various heritage language curriculum design projects, which have become the seeds of some of the pedagogical discussions in this chapter. The author is grateful to the editors of the volume for their critical feedback and editorial assistance.

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  1. Department of Linguistic, University of Illinois at Chicago, Chicago, IL, USA

    Xuehua Xiang

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  1. University of Oklahoma, Norman, Oklahoma, USA

    Jiening Ruan

  2. University of Oklahoma, Norman, Oklahoma, USA

    Jie Zhang

  3. University of South Florida, St. Pe, SAINT PETERSBURG, Florida, USA

    Cynthia B. Leung

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Xiang, X. (2016). The Teaching of Chinese to Heritage Language Learners at the Post-Secondary Level. In: Ruan, J., Zhang, J., Leung, C. (eds) Chinese Language Education in the United States. Multilingual Education, vol 14. Springer, Cham. https://doi.org/10.1007/978-3-319-21308-8_9

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