“They’re Going to Forget About Their Mother Tongue”: Influence of Chinese Beliefs in Child Home Language and Literacy Development

González, Jorge E.; Liew, Jeffrey; Zou, Yi Ming; Curtis, Gayle A.; Li, Danni

doi:10.1007/s10643-021-01241-x

Cited by 9 publications

(6 citation statements)

References 31 publications

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“…Heritage language ability also intersects with family dynamics (deSouza et al, 2022) and shared language is a medium used to maintain relationships (Gonzalez et al, 2022). For example, Cho et al (1997) found that Korean Americans wanted to learn their heritage language in order to have better communication with their families.…”

Section: Factors Influencing Ethnic Identity (Ei)mentioning

confidence: 99%

“…Immigrating when one is younger increases the challenge of maintaining one's HLA. Third, different family members (e.g., parent, grandparent) may have different expectations (Gonzalez et al, 2022). Families may implement a number of strategies for their children to learn and maintain a heritage language (e.g., heritage language school, heritage language home environment, reward systems, access to heritage language books, flash cards, multimedia and online resources, educational extracurricular activities, involvement in ethnic community; Gonzalez et al).…”

Section: Factors Influencing Ethnic Identity (Ei)mentioning

confidence: 99%

“…This is particularly true when a heritage language is only spoken in the home. When English is also spoken at home, it is particularly difficult to maintain a heritage language (Gonzalez et al, 2022). This challenge is amplified when parents speak different languages or dialects.…”

Section: Factors Influencing Ethnic Identity (Ei)mentioning

confidence: 99%

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Beyond Family Ethnic Socialization and Heritage Language Ability: The Relation between Desire to Learn Heritage Language and Ethnic Identity

2023

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We examined the relationship between ethnic identity (EI), family ethnic socialization (FES), heritage language ability (HLA), and desire to learn a heritage language (HLD) in a sample of 91 U.S. psychology graduate students. We had four main findings. First, HLD had a significant positive relation with EI (24.9%). Second, FES had a significant positive relation with EI (33.8%). Above and beyond FES, HLD uniquely accounted for 10.9% of the variance of EI. Third, HLA had a significant positive relation with EI (12.3%). Above and beyond HLA, HLD uniquely accounted for 12.7% of the variance of EI. Accounting for the contribution of HLD decreased the beta associated with HLA; a finding that suggests HLD may mediate the relation between HLA and EI. Fourth, the combined contribution of FES and HLA accounted for approximately 36.3% of the variance of EI. HLD had a significant positive relation to ethnic identity after the other the factors in this study were considered, in combination, and uniquely explained 9.0% of the variance of EI. Our results highlight the importance of considering internal factors, such as desire to learn a heritage language, when examining ethnic identity. Implications for practice and recommendations for future research are discussed.

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Section: Factors Influencing Ethnic Identity (Ei)mentioning

confidence: 99%

Section: Factors Influencing Ethnic Identity (Ei)mentioning

confidence: 99%

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Beyond Family Ethnic Socialization and Heritage Language Ability: The Relation between Desire to Learn Heritage Language and Ethnic Identity

2023

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“…Using the mother tongue as the instruction language in TVET institutions has been recognised as an integral part of China's policy and practice. In their study, Gonzalez et al (2022) found that parents account their contribution to the project which comes in form of intensifying efforts to endear the Chinese language to their children's hearts than English. They further buttressed with a vital reason that the learners would forget their mother tongue if they did not use it as a medium of instruction.…”

Section: Introductionmentioning

confidence: 99%

Repositioning technical and vocational education and training in Africa for global competitiveness: a bilingual model

Adewale¹

2023

jbpd

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This paper aims to reposition technical and vocational education and training in Africa by modelling the Chinese and Asian Tigers’ bilingual approach. This study used inductive content analysis cum transformative paradigm to identify relevant points constituting the major component of this conceptual paper. In addition, thematic method was also used to organize the identified points into categories and sub-categories. The introduction of the bilingualism approach to TVET programs following eight key stages will be actualised. Researchers are encouraged to conduct experimental empirical studies on Bilingualism in African TVET institutions, and its programs exploring the six stages conceptualised. Adding bilingualism to the TVET program will increase enrollment, make the program easier to get into, and help African countries’ economies grow. A bilingual policy will help many local talents who cannot speak other languages.

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“…One such direction is to explore how these two types of factors interact to influence reading (e.g., Li et al, 2020), which would provide insights into how children, parents, and teachers can work together to facilitate children's reading. Another direction is validating research findings in the context of English to other languages (e.g., Gonzalez et al, 2021;Huang et al, 2020;Zhang et al, 2020). This is an important line of investigation as researchers have long recognized that cultural and policy differences across various language contexts influence the relations psychological and ecological factors share with reading (e.g., Lin et al, 2012).…”

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confidence: 97%

Introduction to the 2020 special issue for the Association for Reading and Writing in Asia (ARWA)

Koh

2022

Read Writ

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This special issue features four selected papers presented at the fourth annual conference of the Association for Reading and Writing in Asia (ARWA) conference. In line with the aim of ARWA, the conference brought together researchers to discuss issues surrounding literacy development of typical and atypical learners and support collaborations addressing critical issues in education across Asia. In this introduction to the special issue, we outline how the four studies explore different perspectives (i.e., cognitive-linguistic, psychological, and environmental) as applied to investigations on reading and writing among Asian children from different language and learning backgrounds. We also briefly discuss how findings across studies provide directions for future research in this part of the world where literacy research is gaining traction.Becoming literate begins with the ability to read and spell (Ehri, 1987). However, the process of learning to read and write is not always a straightforward task for children, especially for those who are required to learn more than one language (Bialystok et al., 2005). Pertaining to reading, early, hallmark reading theories such as the Simple View of Reading (Gough & Tunmer, 1986) have emphasized the importance of cognitive factors in reading. These factors are broadly categorized into two interdependent components, namely, decoding and language comprehension. In the last few decades, research that examine the contributions of decoding and language comprehension skills have been forthcoming and have shaped reading instruction to a large extent (e.g., Language and Reading Research Consortium & Chiu, 2018).Building on their predecessors, more recent reading models such as the Componential Model of Reading (Aaron et al., 2008) advocate that in addition to cognitive factors, reading is explained by psychological and ecological factors. This expanded view of reading is welcomed as it encourages greater integration of prevailing theories, such as the Home Literacy Model (Sénéchal & LeFevre, 2002, 2014 and intrinsic-extrinsic theory of reading motivation (Wang & Guthrie, 2004) that This work was undertaken when Poh Wee Koh was assistant professor at Texas A & M University.

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“They’re Going to Forget About Their Mother Tongue”: Influence of Chinese Beliefs in Child Home Language and Literacy Development

Cited by 9 publications

References 31 publications

Beyond Family Ethnic Socialization and Heritage Language Ability: The Relation between Desire to Learn Heritage Language and Ethnic Identity

Beyond Family Ethnic Socialization and Heritage Language Ability: The Relation between Desire to Learn Heritage Language and Ethnic Identity

Repositioning technical and vocational education and training in Africa for global competitiveness: a bilingual model

Introduction to the 2020 special issue for the Association for Reading and Writing in Asia (ARWA)

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