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
2. Chinese International Students’ Experiences with the Englishization of Japanese Higher Education Institutions: Challenges and Opportunities
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
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
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
10. Training for Transnationalism: Chinese Children in Hungary
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
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"
"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