Her Chinese Name Means Beautiful: Culture, Care and Naming Practices

Autor/inn/en	Yang, Shuling; Ward, Natalia A.; Hayden, Emily
Titel	Her Chinese Name Means Beautiful: Culture, Care and Naming Practices
Quelle	In: Journal for Multicultural Education, 17 (2023) 3, S.291-303 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2053-535X
DOI	10.1108/JME-11-2022-0159
Schlagwörter	Cultural Influences; Naming; Chinese Americans; Decision Making; Self Concept; Cultural Background; Asian Culture; Literacy Education; Parent Attitudes; Mandarin Chinese; English (Second Language); Second Language Learning; Popular Culture; Teacher Educators; Teacher Student Relationship; Teaching Methods; Multilingualism; Monolingualism; Inclusion; Culturally Relevant Education; Family School Relationship; Parent Child Relationship; Elementary Secondary Education; Knowledge Base for Teaching + Suchen Sie Ihr Suchwort? Cultural influence; Kultureinfluss; Asian immigrant; Chinese; United States; Asiatischer Einwanderer; Chinesen; USA; Decision-making; Entscheidungsfindung; Selbstkonzept; Elternverhalten; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Popkultur; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Teacher student relationships; Lehrer-Schüler-Beziehung; Teaching method; Lehrmethode; Unterrichtsmethode; Mehrsprachigkeit; Multilingualismus; Inklusion; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Teaching theory; Theory of teaching; Unterrichtstheorie
Abstract	Purpose: Naming practices reflect culture, language and identity considerations. This study aims to explore Chinese American naming choices, revealing nuanced and complex linguistic, cultural and pragmatic considerations for teachers of literacy. Design/methodology/approach: The authors interviewed Chinese parents who are now living with their school-aged children in the USA on the naming choices of their students. By using content analysis, this study found patterns and themes from the interview data. Findings: The findings of this study suggest Chinese parents named their US school-aged children by taking into consideration of both Mandarin and English linguistic features, traditional and pop culture and the transnational identity of their children. Originality/value: The findings of this study can help teachers and teacher educators better understand the naming traditions of Chinese American families and connect these traditions to literacy instruction in the classroom. This study proposes practical suggestions suitable for both monolingual and multilingual students to explore all children's names and help build inclusive, culturally sustaining classrooms. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01