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Teaching the Chinese language to heritage versus non-heritage learners: parents' perceptions of a community weekend school in the United States

机译:传授中文给遗产学习者还是非遗产学习者:父母对美国社区周末学校的看法

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This article presents results of a study on a weekend Chinese community school in a mid-Atlantic state that looks at parents' perceptions of the challenges the school faced in teaching Chinese to heritage versus non-heritage learners. Survey and qualitative interviews with parents show differences in their expectations regarding teacher communication and teaching style, and an increasing call to incorporate cultural practices into the curriculum and language learning process. These changes not only helped self-identified non-heritage learners achieve identification with the ethnic group, heritage learners who experienced ethnic ambivalence were also drawn back through increased pride and enjoyment in their heritage.
机译:本文介绍了在大西洋中部一个州的周末华人社区学校的一项研究结果,该研究考察了家长对学校在传授汉语给非传统学习者与非传统学习者方面所面临挑战的看法。对父母的调查和定性访谈显示,他们对教师交流和教学风格的期望存在差异,并且越来越多的人要求将文化习俗纳入课程和语言学习过程。这些变化不仅帮助自我识别的非遗产学习者获得与族裔群体的认同,而且经历了种族矛盾的遗产学习者也因其对遗产的骄傲和享受而退缩。

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