3.3.3 华裔汉语继承语

3.3.3 华裔汉语继承语

  • Andy Hancock (2014): Chinese complementary schools in Scotland and the Continua of Biliteracy. In: Andy Hancock und Xiao Lan Curdt-Christiansen (Hg.): Learning Chinese in diasporic communities. Many pathways to being Chinese. Amsterdam, Philadelphia: John Benjamins Publishing Company (AILA applied linguistics series, volume 12), S. 59–80.
  • 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.
  • Curdt-Christiansen, Xiao Lan (2006): Teaching and Learning Chinese: Heritage Language Classroom Discourse in Montreal. In: Language, Culture and Curriculum 19 (2), S. 189–207. DOI: 10.1080/07908310608668762.
  • Curdt-Christiansen, Xiao Lan (2008): Reading the World Through Words: Cultural Themes in Heritage Chinese Language Textbooks. In: Language and Education 22 (2), S. 95–113. DOI: 10.2167/le721.0.
  • Curdt-Christiansen, Xiao Lan (2014): Is learning Chinese at odds with learning English? In: Andy Hancock und Xiao Lan Curdt-Christiansen (Hg.): Learning Chinese in diasporic communities. Many pathways to being Chinese. Amsterdam, Philadelphia: John Benjamins Publishing Company (AILA applied linguistics series, volume 12), S. 35–56.
  • Duff, Patricia A. (2014): Language socialization into Chinese language and “Chineseness” in diaspora communities. In: Andy Hancock und Xiao Lan Curdt-Christiansen (Hg.): Learning Chinese in diasporic communities. Many pathways to being Chinese. Amsterdam, Philadelphia: John Benjamins Publishing Company (AILA applied linguistics series, volume 12), S. 13–34.
  • Francis, Becky; Mau, Ada; Archer, Louise (2014): Speaking of identity?: British-Chinese young people’s perspectives on language and ethnic identity. In: Andy Hancock und Xiao Lan Curdt-Christiansen (Hg.): Learning Chinese in diasporic communities. Many pathways to being Chinese. Amsterdam, Philadelphia: John Benjamins Publishing Company (AILA applied linguistics series, volume 12), S. 203–218.
  • Ganassin, Sara (2017): Chinese Community Schools in England as Intercultural Educational Spaces: Pupils’, Parents’ and Teachers’ Constructions of the Chinese Language. 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. 107–130.
  • 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 https://benjamins.com/catalog/aals.12#:~:text=Many%20pathways%20to%20being%20Chinese,-Editors&text=Learning%20Chinese%20in%20Diasporic%20Communities%20is%20intended%20for%20researchers%2C%20teacher,language%20policy%20studies%20and%20sociolinguistics.
  • He, Agnes Weiyun (2008): Chinese as a heritage language: An introduction. In: Agnes Weiyun He und Yun Xiao (Hg.): Chinese as a heritage language. Fostering rooted world citizenry. Mānoa: National Foreign Language Resource Center University of Hawai’i at Mānoa (NFLRC monographs), S. 1–12.
  • He, Agnes Weiyun; Xiao, Yun (Hg.) (2008): Chinese as a heritage language. Fostering rooted world citizenry. Mānoa: National Foreign Language Resource Center University of Hawai’i at Mānoa (NFLRC monographs).
  • 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.
  • Holmes, Prue (2017): Commentary. 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. 177–181.
  • 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, Bessie Lee; Logio, Kim 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. DOI: 10.1080/07908310903067610.
  • Li, Duanduan; Duff, Patricia A. (2014): Chinese language learning by adolescents and young adults in the Chinese diaspora: Motivation, ethnicity, and identity. In: Andy Hancock und Xiao Lan Curdt-Christiansen (Hg.): Learning Chinese in diasporic communities. Many pathways to being Chinese. Amsterdam, Philadelphia: John Benjamins Publishing Company (AILA applied linguistics series, volume 12), S. 219–238.
  • 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, Jinling; Juffermans, Kasper (2014): Learning and teaching Chinese in the Netherlands: The metapragmatics of a polycentric language. In: Andy Hancock und Xiao Lan Curdt-Christiansen (Hg.): Learning Chinese in diasporic communities. Many pathways to being Chinese. Amsterdam, Philadelphia: John Benjamins Publishing Company (AILA applied linguistics series, volume 12), S. 97–116.
  • Li, Mengying (2005): The Role of Parents in Chinese Heritage-Language Schools. In: Bilingual Research Journal 29 (1), S. 197–207. DOI: 10.1080/15235882.2005.10162831.
  • 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).
  • Lü, Chan (2014): Chinese heritage language schools in the United States. In: Andy Hancock und Xiao Lan Curdt-Christiansen (Hg.): Learning Chinese in diasporic communities. Many pathways to being Chinese. Amsterdam, Philadelphia: John Benjamins Publishing Company (AILA applied linguistics series, volume 12), S. 81–96.
  • 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
  • Mu, Guanglun Michael; Dooley, Karen (2015): Coming into an inheritance: family support and Chinese Heritage Language learning. In: International Journal of Bilingual Education and Bilingualism 18 (4), S. 501–515. DOI: 10.1080/13670050.2014.928258.
  • Pan, Mengting; Wang, Shujiao (2017): The Construction of Interculturality: A Study of Chinese as Heritage Language Teachers in Canada. 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. 63–87.
  • Pu, Chang (2019): Teaching Chinese as a Heritage Language. In: Chris Shei, Monica McLellan Zikpi und Der-Lin Chao (Hg.): The Routledge Handbook of Chinese Language Teaching: Routledge.
  • Scrimgeour, Andrew (2012): Understanding the nature of performance: The influence of learner background on school-age learner achievement in Chinese. In: ARAL 35 (3), S. 312–338. DOI: 10.1075/aral.35.3.05scr.
  • 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.
  • Sung, Ko-Yin (2011): Factors influencing Chinese language learners’ strategy use. In: International Journal of Multilingualism 8 (2), S. 117–134. DOI: 10.1080/14790718.2010.532555.
  • Sung, Ko-Yin; Wu, Hsiao-Ping (2011): Factors influencing the learning of Chinese characters. In: International Journal of Bilingual Education and Bilingualism 14 (6), S. 683–700. DOI: 10.1080/13670050.2011.571658.
  • Tannenbaum, Michal; Howie, Pauline (2002): The Association between Language Maintenance and Family Relations: Chinese Immigrant Children in Australia. In: Journal of Multilingual and Multicultural Development 23 (5), S. 408–424. DOI: 10.1080/01434630208666477.
  • 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.
  • Wang, Danlu (2017): Developing Intercultural Competence Through Cultural Activities in London Chinese Complementary Schools. 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. 131–150.
  • 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.
  • Wei, Li; Hua, Zhu (2014): Language and literacy teaching, learning and socialization in the Chinese complementary school classroom. In: Andy Hancock und Xiao Lan Curdt-Christiansen (Hg.): Learning Chinese in diasporic communities. Many pathways to being Chinese. Amsterdam, Philadelphia: John Benjamins Publishing Company (AILA applied linguistics series, volume 12), S. 117–136.
  • Wen, Xiaohong (1997): Motivation and Language Learning with Students of Chinese. In: Foreign Language Annals 30 (2), S. 235–251. DOI: 10.1111/j.1944-9720.1997.tb02345.x.
  • Wong, Ka F.; Xiao-Desai, Yang (2019): Exploring Identity Issues of Chinese Heritage Language Learners from Dialect Backgrounds. In: Yang Xiao-Desai und Ka F. Wong (Hg.): Explorations in teaching Chinese as a second language. Studies in honor of Professor Tao-chung “Ted” Yao. First edition. Boston: Cheng & Tsui.
  • Wu, Hsu-Pai; Palmer, Deborah K.; Field, Sherry L. (2011): Understanding teachers’ professional identity and beliefs in the Chinese heritage language school in the USA. In: Language, Culture and Curriculum 24 (1), S. 47–60. DOI: 10.1080/07908318.2010.545413.
  • 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.
  • Xiaomei, Wang (2014): Chinese Education in Malaysia: Past and Present. In: Andy Hancock und Xiao Lan Curdt-Christiansen (Hg.): Learning Chinese in diasporic communities. Many pathways to being Chinese. Amsterdam, Philadelphia: John Benjamins Publishing Company (AILA applied linguistics series, volume 12), S. 139–158.
  • 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.
  • Xu, Xiaoqiu; Padilla, Amado M. (2013): Using Meaningful Interpretation and Chunking to Enhance Memory: The Case of Chinese Character Learning. In: Foreign Language Annals 46 (3), S. 402–422. DOI: 10.1111/flan.12039.
  • 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.
  • Zhang, Dongbo; Lin, Chin-Hsi; Zhang, Yining; Choi, Yunjeong (2019): Pinyin or no pinyin: does access to word pronunciation matter in the assessment of Chinese learners’ vocabulary knowledge? In: Language Learning Journal 47 (3), S. 344–353. DOI: 10.1080/09571736.2017.1289237.
  • Zhang, Donghui (2010): Language Maintenance and Language Shift Among Chinese Immigrant Parents and Their Second-Generation Children in the U.S. In: Bilingual Research Journal 33 (1), S. 42–60. DOI: 10.1080/15235881003733258.
  • Zhang, Donghui; Slaughter-Defoe, Diana T. (2009): Language attitudes and heritage language maintenance among Chinese immigrant families in the USA. In: Language, Culture and Curriculum 22 (2), S. 77–93. DOI: 10.1080/07908310902935940.