Chinese Language Use by School-Aged Chinese Australians
A Dual-Track Culturalisation Theoretical Framework
(Sprache: Englisch)
This book examines the use of Chinese by school-aged Chinese Australians from a dual-track culturalisation perspective. Drawing upon interviews, participant observations and documentary analysis, the author discusses why and how these children learn and use...
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This book examines the use of Chinese by school-aged Chinese Australians from a dual-track culturalisation perspective. Drawing upon interviews, participant observations and documentary analysis, the author discusses why and how these children learn and use Chinese in multiple social settings, and how they construct their understanding of language and identities in doing so. The book will appeal to students and scholars in the fields of sociolinguistics, migration studies, sociology of education, language and communication amongst other areas in the social sciences.Inhaltsverzeichnis zu „Chinese Language Use by School-Aged Chinese Australians “
Chapter 1: Introduction.- Chapter 2: Motivation Analysis: From Blind Followers to Diligent Cultivators.- Chapter 3: In-Between Chinese and English: Chinese Language Learning Process.- Chapter 4: Chinese Language Use in Different Social Contexts.- Chapter 5: Conflicting but Reflexive Language Ideologies.- Chapter 6: The Role of Chinese Language in Multiple Dimensions of Cultural Identity.- Chapter 7: Conclusion: Experiencing Dual-Track Culturalisation via Language Use.
Autoren-Porträt von Yilu Yang
Yilu Yang is Associate Professor at the School of New Media and Communication, Tianjin University, China. She has received her PhD at the University of Melbourne. Her current research interest lies in socio-cultural aspects of international immigrants and intergroup communication.
Bibliographische Angaben
- Autor: Yilu Yang
- 2023, 1st ed. 2022, XVIII, 296 Seiten, Masse: 14,8 x 21 cm, Kartoniert (TB), Englisch
- Verlag: Springer, Berlin
- ISBN-10: 3031105826
- ISBN-13: 9783031105821
Sprache:
Englisch
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