1st Edition

Educating Chinese–Heritage Students in the Global–Local Nexus Identities, Challenges, and Opportunities

Edited By Guofang Li, Wen Ma Copyright 2018
    284 Pages 3 B/W Illustrations
    by Routledge

    284 Pages 3 B/W Illustrations
    by Routledge

    Weaving together a richly diverse range of student voices, perspectives, and insights, this collection of studies from around the world offers the educational community a better understanding of K-12 and adult Chinese–heritage students’ languages, cultures, identities, motivations, achievements, and challenges in various cross-cultural settings outside North America. Specifically, it addresses these overarching questions:

    • What are Chinese–heritage students’ experiences in language and education in and outside schools? How do they make sense of their multiple ethnic and sociocultural identities?
    • What unique educational challenges and difficulties do they encounter as they acculturate, socialize, and integrate in their host country? What are their common struggles and coping strategies?
    • What are the instructional practices that work for these learners in their specific contexts? What educational implications can be drawn to inform their teachers, fellow students, parents, and their educational communities in a global context?

    Individual chapters employ different theoretical frameworks and methodological instruments to wrestle with these questions and critical issues faced by Chinese–heritage learners.

    Foreword: Jun Liu

    Introduction: Understanding Chinese-Heritage Learners’ Lived Educational Experiences in the Global-Local Nexus: Languages, Cultures, and Identities

    Wen Ma & Guofang Li

    Part I: Languages, Cultures, and Identities of CHLs in Glocalized Realities

    1. Construction of "Local-Born" Chinese Heritage Learner Identity in Hong Kong: Positioning and Negotiation

    Li Zhen

    2. Chinese International Students’ Experiences with the Englishization of Japanese Higher Education Institutions: Challenges and Opportunities

    Hanae Tsukada

    3. Learning Chinese as a Heritage Language by Two Multilingual Youths in Indonesia Anita Lie

    4. Speaking or Being Chinese: The Case of South African-born Chinese

    Ke Yu & Elmeì Vivier

    5. The Third Space: Impact of the ‘Hidden Curriculum’ on Understanding the Identity of Chinese International Students in New Zealand

    Xiudi Zhang

    Part II: Motivation, Challenges, and Adaptation of CHLs in and Across Globalized Contexts

    6. Challenges and Opportunities in Mainland Chinese Undergraduates’ Adaptation to Hong Kong

    Jian Tao & Xuesong Gao

    7. Second-Generation Chinese Students´ Education in Spain: Challenges and Opportunities

    Iulia Mancila

    8. Chinese-background Australian Students’ Academic Self-concept, Motivational Goals, and Achievements in Math and English

    Alexander Seeshing Yeung & Feifei Han

    9. Chinese-heritage Undergraduates Pursuing a Degree in Chinese in the UK: Motivations and challenges

    Jiayi Wang

    10. Training for Transnationalism: Chinese Children in Hungary

    Pál Nyíri

    Part III: Teaching, Schooling, and Pedagogical Possibilities for CHLs

    11. A Multi-Case Study of the English Language Experiences of Chinese Children in an Australian Early Childhood Centre

    Jiangbo Hu

    12. Chinese Language Instruction in Singapore: Voices of Children and Views of Teachers

    Baoqi Sun & Xiao Lan Curdt-Christiansen

    13. Overseas Chinese Heritage Students Learning to be Chinese Language Teachers

    in Taiwan: A Journey of Comparisons and Affirmations

    Ya-Hsun Tsai & Jason D. Hendryx

    Conclusion: Chinese-Heritage Learners De/re-territorializing Transnational Social Field: Identities, Conflicts, and Possibilities

    Guofang Li & Wen Ma

    Afterword: Towards "Worlding Practice"

    Angel Lin


    Guofang Li is a Professor and Tier 1 Canada Research Chair in the Department of Language and Literacy Education at the University of British Columbia, Canada.

    Wen Ma is an Associate Professor of Education at Le Moyne College, USA.

    "This book fills [a] void by looking at Chinese diaspora in multiple geographic regions and countries ... with regard to the learning of the host language and English, as a lingua franca, while also learning and/or maintaining Chinese language and culture as a heritage language. … [It] gives readers an opportunity to compare and contrast the varied, data-driven studies and ethnographic accounts that represent the rich, yet complex intersection of sociocultural, multilinguistic and psycho-emotional perspectives."

    Jun Liu, Vice Provost for Global Affairs and Professor of Linguistics, Stony Brook University, USA, from the Foreword

    "This volume present[s] a great variety of contexts and different challenges, issues and experiences of different kinds of CHLs in different parts of the world…. [and] provide[s] us with some important pointers about what future work needs to be done."

    Angel M. Y. Lin, Professor of English Language and Literacy Education, University of Hong Kong, from the Afterword