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Giới hạn tìm kiếm: Giới hạn tìm kiếm: Dạng tài nguyên Hiển thị kết quả với: Hiển thị kết quả với: Chỉ mục

Family involvement in preschoolers' bilingual heritage language development: a cultural-historical study of Chinese-Australian families' everyday practices

Li, Liang

DOI: 10.4225/03/58A656915E588

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  • Nhan đề:
    Family involvement in preschoolers' bilingual heritage language development: a cultural-historical study of Chinese-Australian families' everyday practices
  • Tác giả: Li, Liang
  • Chủ đề: Uncategorized
  • Mô tả: In Australia many Chinese families send their preschool-aged children to learn Mandarin at weekend Chinese schools in the expectation that their children master Mandarin as a heritage language in the predominantly English-speaking community. Family involvement in bilingual development may be considered as an important factor in acquiring Mandarin (Esch-Harding & Riley, 2003; McCollum & Russo, 1993). Immigrant parents face the challenge of contributing to their children’s heritage language development in the home context. Research on bilingual and multilingual development has increased considerably in the past 20 years. Much work has been done on the linguistic perspectives of children’s bilingual development, the majority of which has focused on bilingual language development in school and after-school class contexts (Kohnert, Kan, & Conboy, 2010; Laurent & Martinot, 2009; Nicoladis, 2006; Seidenberg & McClelland, 1989; Wang, Perfetti & Cheng, 2009; Wang, Perfetti & Liu, 2005). However, very few studies focus on how the family as a social unit supports their children bilingually, especially for children's heritage language development (Esch-Harding & Riley, 2003). This thesis draws upon Vyogtsky’s cultural-historical theories to explore how Chinese-Australian immigrant families support their preschoolers’ bilingual heritage language development in their everyday family practice. The study looks closely at parent-child interactions to identify...
  • Nơi xuất bản: Figshare
  • Năm xuất bản: 2017
  • Số nhận dạng: DOI: 10.4225/03/58A656915E588

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