NotesFAQContact Us
Collection
Advanced
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1154476
Record Type: Journal
Publication Date: 2017
Pages: 26
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1479-0718
"Sorry, but They Don't Want Chinese Americans to Participate": A Case Study of Tracking in an Ivy League Chinese Language Programme
Tian, Ye
International Journal of Multilingualism, v14 n4 p437-462 2017
This study examines a Chinese language programme in an Ivy League institution through the lens of Tracking to re-conceptualise the achievement gap between Chinese heritage language learners (CHLLs) and non-heritage language learners. Like most prestigious universities in the U.S., Chinese language learners in this case study are put on one of two tracks: Chinese heritage or non-heritage. This study reveals that CHLLs obtain a lower level of Chinese language proficiency despite their cultural background and language advantages. Scholars have tended to analyse CHLLs' academic performance through linguistic or cultural perspectives. Drawing on research studies of tracking systems, this study compares the dual-track system in a Chinese language programme with the tracking system in place at American K-12 schools. This comparison allows for a deeper understanding of how CHLLs' status as a minority in American language classrooms makes it more difficult for CHLLs to learn Chinese. This study examines the cultural processes and structural forces that shape the learning environment of CHLLs. It focuses on factors that contribute to CHLLs' academic struggles, including school culture, institutional structures, and individual's agency, to offer foreign language teachers and scholars new ways of thinking about improving the language proficiencies of heritage language learners.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: ACTFL Oral Proficiency Interview