This book explores the fascinating topic of heritage language learning, looking in particular at Chinese Australians’ learning of Chinese. The author studies the investment, challenges and benefits of heritage language learning across varied contexts including school, work, home and in the community. The book investigates how Chinese Australians navigate and negotiate their Chineseness and how resources are used to support their learning. The book is based on a mixed methods study which uses Bourdieu’s sociological theory, and offers implications for sociologists of language and education, Chinese heritage language learners and teachers, as well as language and cultural policy makers.
Tabella dei contenuti
List of Figures
List of Tables
Acknowledgement
Foreword
Preface
Chapter One: From the White Australia Policy to Multiculturalism: Chinese Immigrants and Chinese Language in Australia
Chapter Two: Chinese Heritage Language and its Learners in the West: Empirical Knowledge, Theoretical Framework, and Research Method
Chapter Three: Sociological Mechanism for Learning Chinese as a Heritage Language in Australia: A Quantitative Investigation
Chapter Four: A Qualitative Exploration of the Profits of Chinese Heritage Language Learning: You Reap What You Sow!
Chapter Five: Learning Chinese as a Heritage Language: A Perplexed Project
Circa l’autore
Guanglun Michael Mu is Vice-Chancellor’s Research Fellow at Queensland University of Technology in Australia. His research interests include mixed methods research, diversity and inclusion and Chinese in diaspora. He is also Associate Editor for the International Journal of Disability, Development, and Education.
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