Rethink about Heritage Language Learning: A Case Study of Children’s Mandarin Chinese learning at a Community Language School in Ontario, Canada

Authors

  • Xiaoxiao Du The University of Western Ontario

DOI:

https://doi.org/10.20360/G2KP45

Abstract

On-going knowledge mobilization and migration take place on a daily basis in the globalized world. Canada is a multilingual and multicultural country with a large number of visitors and immigrants. One in five Canadian speaks a foreign language other than English and French (Postmedia News, 2012). This case study examined six-year-old Chinese children’s heritage language learning in a community school from multiliteracies perspective using observations, interviews, and artefacts to understand children’s literacy learning. The findings indicated that Chinese children’s literacy learning was not in the traditional repetitive way but involved multimodal communication at school. Useful implications are made for heritage language educators regarding ways to support meaningful heritage language teaching and learning.  

Author Biography

Xiaoxiao Du, The University of Western Ontario

Dr. Xiaoxiao Du works with culturally and linguistically diverse students and their families for almost 10 years. Her research interests include multiliteracies, multilingualism, multiculturalism, heritage language education, diversity, language and culture, identity negotiation and construction, and international education. She advocates for immigrant and new comer families in education.

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Published

2017-05-02

How to Cite

Du, X. (2017). Rethink about Heritage Language Learning: A Case Study of Children’s Mandarin Chinese learning at a Community Language School in Ontario, Canada. Language and Literacy, 19(1), 4–20. https://doi.org/10.20360/G2KP45

Issue

Vol. 19 No. 1 (2017): Special Issue: Community Literacies: Research and Practice; Editors: Nicola Friedrich and Carol Doyle-Jones

Section

Articles

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