3.3.3 Chinesisch und Chinesischunterricht als „heritage language“

3.3.3 Chinesisch und Chinesischunterricht als „heritage language“

  • Chen, Tianxu (2019): Radical Awareness Development of L2 Chinese Learners in the U.S. Comparing Heritage Learners and Non-heritage Learners. In: Fangyuan Yuan und Shuai Li (Hg.): Classroom Research on Chinese as a Second Language: Routledge, S. 155–170.
  • Comanaru, R. &. Noels K. A. (2009): Self-determination, motivation, and the learning of Chinese as a heritage language. In: Canadian Modern Language Review 66 (1), S. 131–158.
  • Gao, Binnan (2014): Comparison between Advanced-Level Chinese Heritage and Non-heritage Learners’ Narrative Writing. In: Nan Jiang (Hg.): Advances in Chinese as a Second Language. Acquisition and Processing. Newcastle upon Tyne: Cambridge Scholars Publishing, S. 77–102.
  • Hancock, Andy; Curdt-Christiansen, Xiao Lan (Hg.) (2014): Learning Chinese in diasporic communities. Many pathways to being Chinese. Amsterdam, Philadelphia: John Benjamins Publishing Company (AILA applied linguistics series, volume 12). Online verfügbar unter http://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&db=nlabk&AN=800891.
  • He, A. W.; Xiao, Y. (2008): Chinese as a heritage language. Honolulu: National Foreign Language Resource Center, University of Hawaii.
  • He, Agnes, Weiyun (2018): A non-linear view on interactional competence: speaking Chinese as a heritage language. In: Chuanren Ke (Hg.): The Routledge Handbook of Chinese Second Language Acquisition. Milton: Routledge (Routledge Language Handbooks), S. 336–351.
  • Kondo-Brown, Kimi (2005): Differences in Language Skills: Heritage Language Learner Subgroups and Foreign Language Learners. In: The Modern Language Journal 89 (4), S. 563–581.
  • Kondo-Brown, Kimi (2017): Issues and Future Agendas for Teaching Chinese, Japanese, and Korean Heritage Students. In: Kimi Kondo-Brown und James Dean Brown (Hg.): Teaching Chinese, Japanese, and Korean Heritage Language Students. Curriculum Needs, Materials, and Assessment: Routledge, S. 17–44.
  • Kondo-Brown, Kimi; Dean Brown, James (Hg.) (2017): Teaching Chinese, Japanese, and Korean Heritage Language Students. Curriculum Needs, Materials, and Assessment: Routledge. Online verfügbar unter https://www.taylorfrancis.com/books/e/9781315087443.
  • Lawton, B. L.; Logio K. A. (2009): Teaching the Chinese language to heritage versus non-heritage learners: parents‘ perceptions of a community weekend school in the United States. In: Language, Culture and Curriculum 22 (2), S. 137–155.
  • Li, Duanduan; Duff, Patricia A. (2018): Learning Chinese as a heritage language in postsecondary contexts. In: Chuanren Ke (Hg.): The Routledge Handbook of Chinese Second Language Acquisition. Milton: Routledge (Routledge Language Handbooks), S. 318–335.
  • Li Fang (1998): hanyou muyu jiyin de fei muyu jiaoxue – haiwai huawen jiaoyu guanjian 含有母语基因的非母语教学——海外华文教育管见. In: Yuyan wenzi yingyong 语言文字应用 (3).
  • Luo, Han (2014): Anxiety in Learning Chinese as a Heritage Language and the Influence of Background Variables. In: Nan Jiang (Hg.): Advances in Chinese as a Second Language. Acquisition and Processing. Newcastle upon Tyne: Cambridge Scholars Publishing, S. 103–120.
  • Luo Qingming (1997): tan dui huayi ertong de huayu jiaoxue 谈对华裔儿童的华语教学. In: Shijie hanyu jiaoxue (3).
  • McGinnis, S. (2005): More than a silver bullet: The role of Chinese as a heritage language in the United States. In: Modern Language Journal 89, S. 592–594.
  • Messerer, Marion (1995): Erfahrungsbericht über die Chinese School am Middlebury College 1994, Middlebury, Vermont, USA. In: CHUN – Chinesischunterricht
  • Sheng, Jing (2016): Multiliteracies, Discourses and Identities. The Multiliteracy Practices of Chinese Children in Britain: Peter Lang. Online verfügbar unter http://ebookcentral.proquest.com/lib/gbv/detail.action?docID=4818488.
  • Silver, Rita Elaine; Bokhorst-Heng, Wendy D. (2015): Quadrilingual education in Singapore. Pedagogical innovation in language education. 1. Aufl. s.l.: Springer-Verlag (Education Innovation Series). Online verfügbar unter http://gbv.eblib.com/patron/FullRecord.aspx?p=4354385.
  • Spring, Madeline K. (2008): Linking Curriculum, Assessment, and Professional Development: Challenges of a K-16 Articulated Program. In: Michael E. Everson und Yun Xiao (Hg.): Teaching Chinese as a Foreign Language. Theories and Applications. Boston: Cheng & Tsui Company, S. 195–236.
  • Teo, P. (2005): Mandarinizing Singapore: A critical discourse analysis of slogans in Singapore’s “Speak Mandarin” Campaign. In: Critical Discourse Studies (2), S. 121–142.
  • Weger-Guntharp, H. (2006): Voices from the margin: Developing a profile of Chinese heritage language learners in the FL classroom. In: Heritage Language Journal 4 (1), S. 29–46.
  • Weger-Guntharp, Heather Dawn (2017): The Affective Needs of Limited Proficiency Heritage Language Learners: Perspectives from a Chinese Foreign Language Classroom. In: Kimi Kondo-Brown und James Dean Brown (Hg.): Teaching Chinese, Japanese, and Korean Heritage Language Students. Curriculum Needs, Materials, and Assessment: Routledge, S. 211–234.
  • Wu, Sue-mei (2017): Robust Learning for Chinese Heritage Learners: Motivation, Linguistics and Technology. In: Kimi Kondo-Brown und James Dean Brown (Hg.): Teaching Chinese, Japanese, and Korean Heritage Language Students. Curriculum Needs, Materials, and Assessment: Routledge, S. 271–289.
  • Xiang, Xuehua (2016): The Teaching of Chinese to Heritage Language Learners at the Post-Secondary Level. In: Jiening Ruan, Jie Zhang und Cynthia B. Leung (Hg.): Chinese Language Education in the United States. 1st ed. 2016. Cham: Springer Science + Business Media (Multilingual Education, 14), S. 167–194.
  • Xiao, Yun (2008): Teaching Chinese as a Heritage Language: Keys to Success. In: Michael E. Everson und Yun Xiao (Hg.): Teaching Chinese as a Foreign Language. Theories and Applications. Boston: Cheng & Tsui Company, S. 177–194.
  • Xiao, Yun (2013): Effect of home background on advanced heritage language learning. In: Chinese as a Second Language Research 2 (2), S. 193–221.
  • Xiao-Desai, Yang (2019): The Effects of Online Writing on Heritage Language Anxiety—A Bayesian Analysis. In: Fangyuan Yuan und Shuai Li (Hg.): Classroom Research on Chinese as a Second Language: Routledge, S. 128–151.
  • Xu, Hui Ling; Moloney, Robyn (2017): Moving Between Diverse Cultural Contexts: How Important is Intercultural Learning to Chinese Heritage Language Learners? In: Tinghe Jin und Fred Dervin (Hg.): Interculturality in Chinese language education. London: Palgrave Macmillan (Palgrave studies on Chinese education in a global perspective), S. 151–176.
  • Zhang, De; Davis, Niki (2017): Online Chat for Heritage Learners of Chinese. In: Kimi Kondo-Brown und James Dean Brown (Hg.): Teaching Chinese, Japanese, and Korean Heritage Language Students. Curriculum Needs, Materials, and Assessment: Routledge, S. 299–328.