Heritage language development : focus on East Asian immigrants /

Heritage Language Development 1
Editorial page 2
Title page 3
LCC data 4
Table of contents 5
Acknowledgements 7
Author information 9
Introduction 11
Heritage language development 11
Growing East Asian immigrant population in the United States and Canada 12
Personal and national merit of heritage language development 15
Heritage language schools and university programs 16
Aim and scope of this book 17
I. Heritage Language Development among East Asian Immigrant Families 23
The role of parents in heritage language maintenance and development 25
Factors that affect heritage language maintenance and development 27
Method 29
Case study of home practices in heritage language learning 31
Understanding the families\u2019 home practices: A discussion 37
Learning from the two families: conclusions and implications 40
Balancing L1 maintenance and L2 learning 43
Why maintain a language? 44
Method 51
Results and discussion 57
Conclusion and implications 65
Grandparents, grandchildren, andheritage language use in Korean 67
Language socialization 68
Politeness 69
Korean ideologies and practices of politeness 71
Intergenerational transmission 74
Method 75
Discussion of central findings 77
Conclusion 94
Appendix A. CHAT symbols and abbreviations 96
II. The Influence of Educational Institutions on Heritage Language Development 97
Heritage language development 99
Background 99
Literature review 100
Method 103
Results 108
Discussion 114
Conclusion 118
Appendix A 121
Appendix B 129
High-stakes testing and heritage language maintenance 137
Introduction 137
A brief overview of the No Child Left Behind Act 139
Interviews with teachers and parents about high-stakes testing 144
Conclusion and suggestions for raising public awareness of the value of heritage languages 151
Japanese English bilingual children in three different educational environments 155
Issues of bilingualism and heritage language development 155
Method 159
Results and discussion 166
Discussion 175
Conclusion and implication 181
III. Heritage Language Use and Proficiency 183
Heritage language maintenance by Korean-American college students 185
Heritage learners of Korean in American universities: Major issues and research questions 185
Method 190
Results and discussion 194
Conclusion and implications 202
Appendix A. Language background survey 205
Appendix B. Sample Korean proficiency test items 217
First language use and language behavior of Chinese students in Toronto, Canada 219
Background 219
Background: Ethnolinguistic vitality of the Chinese community in Toronto 222
Method 225
Results and discussion 226
Conclusion and implications 234
Appendix A. Questionnaire on language use of Chinese students in Toronto 238
East Asian heritage language proficiency development 253
First language background 253
Heritage language use, contact, and socio-psychological factors 256
Parental experience and views 263
Conclusion: Previous findings and a future research agenda 267
References 269
Index 289
The series Studies in Bilingualism 293