Heritage Language Maintenance and Identity among the Second-Generation Chinese-Australian Children

Autor/inn/en	Shen, Chunxuan; Jiang, Wenying
Titel	Heritage Language Maintenance and Identity among the Second-Generation Chinese-Australian Children
Quelle	In: Bilingual Research Journal, 44 (2021) 1, S.6-22 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1523-5882
DOI	10.1080/15235882.2021.1890650
Schlagwörter	Native Language; Language Proficiency; Language Attitudes; Language Maintenance; Self Concept; Ethnicity; Asians; Mandarin Chinese; Literacy; Bilingualism; Biculturalism; Immigrants; Preadolescents; High Achievement; Low Achievement; Correlation; Weekend Programs; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Language skill; Language skills; Sprachkompetenz; Sprachverhalten; Sprachpflege; Selbstkonzept; Ethnizität; Asian; Asiat; Asiatin; Asiaten; Asiate; Alphabetisierung; Schreib- und Lesefähigkeit; Bilingualismus; Bikulturalität; Immigrant; Immigrantin; Immigranten; Pre-adolescence; Präadoleszenz; Unterdurchschnittliche Leistung; Korrelation; Wochenendseminar; Ausland; Australien
Abstract	This study investigates the links between the second-generation Chinese Australians' heritage language proficiency and perceptions of Chinese identity. Thirty 10--11-year-old children of Chinese immigrants took a Chinese proficiency test and participated in semi-structured interviews. The test revealed a wide range of performance levels in all the four skills except listening among the Chinese-Australian children. It was found that the high-achieving participants expressed aspirations for attaining high levels of Chinese literacy and identified themselves as being half Australian half Chinese. In contrast, the low-achieving participants showed an inclination to communicate in English only and perceived themselves as mainly Australian. The study suggests, to increase chances of heritage language maintenance and cultivation of a bicultural identity, children need substantial support and access to the various resources, avenues, and opportunities to learn Chinese both at family and community levels. This study is significant in providing empirical evidence for the debate of language and identity while awakening the Chinese diaspora to heritage language maintenance. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01