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Program
Yan Liu, Duke UniversityFollow
Jingjing Ji, Northwestern UniversityFollow
Grace Wu, University of PennsylvaniaFollow
Min-Min Liang, Massachusetts Institute of TechnologyFollow
Start Date
31-5-2024 9:00 AM
End Date
31-5-2024 9:30 AM
Format
Paper
Area of the Proposal
Understudied heritage languages (e.g. Native American, African and Asian languages)
Abstract
In 2018, the Center for Immigration Studies reported a significant rise, totaling 3.5 million Chinese-speaking residents in the United States, marking an increase of 663,000 from 2010 (Zeigler & Camarota, 2019). Correspondingly, there has been a surge of heritage language learners (i.e., learners born or raised in Chinese-speaking households) in Chinese language classes in American universities (Xiang, 2016). This surge underscores the pressing need for developing teaching materials and instructional methods catering to this unique group of learners.
Research on heritage language teaching has found that heritage language learners differ from non-heritage language learners in various aspects, such as language learning background, motivation, learning strategies, learning needs, and interests (Kagan & Dillon, 2008). Thus, the textbooks designed for heritage language learners should consider these differences. However, the existing Chinese language textbooks designed for heritage learners are limited in number and need to be more aligned with the specific learning interests and needs of Chinese heritage learners (CHLs). For instance, a study by Luo et al. (2019) surveyed 51 Chinese language programs in the U.S. and found that only 5 out of 24 textbooks used in the first and second years of Chinese language courses were designed for CHLs. Moreover, dissatisfaction among teachers surfaced due to the lack of engaging language activities and relevance to the lives of CHLs within these materials.
Moreover, according to the report by Carreira et al. (2018), the National Heritage Language Resource Center (NHLRC) began developing materials for high school heritage language courses in Arabic, Armenian, Hindi, Japanese, Korean, Persian, and Russian in 2007. Later, they expanded to include Portuguese, Spanish, Tagalog, and Vietnamese materials. Nevertheless, it is worth noting that materials for heritage language courses in Chinese (Mandarin or other dialects) still need to be developed.
Consequently, developing new teaching materials for university and high school CHLs is imperative. Based on previous research on both language material development and Chinese heritage language teaching, this presentation explores the guiding principles for material development, pertinent topics and perspectives to be included, and the essential standards for learning activity design and content organization. It will begin by reviewing current studies on heritage language teaching materials, then assess the efficacy of the two most commonly used Chinese textbooks for CHLs, and conclude by offering recommendations for the future development of Chinese heritage language teaching materials.
References
Kagan, O., & Dillon, K. (2008). Issues in heritage language learning in the United States. In N. Van Deusen-Scholl & N. Hornberger (Eds.), Encyclopedia of Language and Education (2nd ed., Vol. 4: Second and Foreign Language Education, pp. 143-156). Boston, MA: Springer.
Luo, H., Li, Y., & Li, M. Y. (2019). Heritage language education in the United States: A national survey of college‐level Chinese language programs. Foreign Language Annals, 52(1), 101-120. https://doi.org/10.1111/flan.12378
Zeigler, K. & Camarota, S. (2019). 67.3 Million in the United States Spoke a Foreign Language at Home in 2018. Center for Immigration Studies. Retrieved from: https://cis.org/Report/673-Million-United-States-Spoke-Foreign-Language-Home-2018 (November 12, 2022).
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Mapping the Terrain: Evaluating and Envisioning Chinese Language Textbooks for Chinese Heritage Learners in the U.S.
In 2018, the Center for Immigration Studies reported a significant rise, totaling 3.5 million Chinese-speaking residents in the United States, marking an increase of 663,000 from 2010 (Zeigler & Camarota, 2019). Correspondingly, there has been a surge of heritage language learners (i.e., learners born or raised in Chinese-speaking households) in Chinese language classes in American universities (Xiang, 2016). This surge underscores the pressing need for developing teaching materials and instructional methods catering to this unique group of learners.
Research on heritage language teaching has found that heritage language learners differ from non-heritage language learners in various aspects, such as language learning background, motivation, learning strategies, learning needs, and interests (Kagan & Dillon, 2008). Thus, the textbooks designed for heritage language learners should consider these differences. However, the existing Chinese language textbooks designed for heritage learners are limited in number and need to be more aligned with the specific learning interests and needs of Chinese heritage learners (CHLs). For instance, a study by Luo et al. (2019) surveyed 51 Chinese language programs in the U.S. and found that only 5 out of 24 textbooks used in the first and second years of Chinese language courses were designed for CHLs. Moreover, dissatisfaction among teachers surfaced due to the lack of engaging language activities and relevance to the lives of CHLs within these materials.
Moreover, according to the report by Carreira et al. (2018), the National Heritage Language Resource Center (NHLRC) began developing materials for high school heritage language courses in Arabic, Armenian, Hindi, Japanese, Korean, Persian, and Russian in 2007. Later, they expanded to include Portuguese, Spanish, Tagalog, and Vietnamese materials. Nevertheless, it is worth noting that materials for heritage language courses in Chinese (Mandarin or other dialects) still need to be developed.
Consequently, developing new teaching materials for university and high school CHLs is imperative. Based on previous research on both language material development and Chinese heritage language teaching, this presentation explores the guiding principles for material development, pertinent topics and perspectives to be included, and the essential standards for learning activity design and content organization. It will begin by reviewing current studies on heritage language teaching materials, then assess the efficacy of the two most commonly used Chinese textbooks for CHLs, and conclude by offering recommendations for the future development of Chinese heritage language teaching materials.
References
Kagan, O., & Dillon, K. (2008). Issues in heritage language learning in the United States. In N. Van Deusen-Scholl & N. Hornberger (Eds.), Encyclopedia of Language and Education (2nd ed., Vol. 4: Second and Foreign Language Education, pp. 143-156). Boston, MA: Springer.
Luo, H., Li, Y., & Li, M. Y. (2019). Heritage language education in the United States: A national survey of college‐level Chinese language programs. Foreign Language Annals, 52(1), 101-120. https://doi.org/10.1111/flan.12378
Zeigler, K. & Camarota, S. (2019). 67.3 Million in the United States Spoke a Foreign Language at Home in 2018. Center for Immigration Studies. Retrieved from: https://cis.org/Report/673-Million-United-States-Spoke-Foreign-Language-Home-2018 (November 12, 2022).
