TY - CHAP
T1 - Early Home and Community Support in Later Chinese Heritage Language Literacy Development
AU - Zhang, Haomin
AU - Cheng, Xi
AU - Lin, Jiexin
N1 - Publisher Copyright:
© 2023, The Author(s), under exclusive license to Springer Nature Switzerland AG.
PY - 2023
Y1 - 2023
N2 - Prior language and literacy support from home, community and heritage language (HL) schools provides young HL learners with linguistic and metalinguistic foundations for language and literacy development (Chinen & Tucker Heritage Language Journal 3:27-59, 2005; Koda et al. Chinese as a heritage language: Fostering rooted world citizenry (pp. 125–135). University of Hawai’i, National Foreign Language Resource Center. 2008; Mori & Calder Foreign Language Annals 46:290-310, 2013). To date, few studies have explored the contribution of early language experiences to later HL literacy development. The current study aimed to investigate the role of learner-external and input-based language and literacy support in adult HL literacy development. Two hundred and nine Chinese as a heritage language (CHL) learners participated in the study. They completed a language and literacy background survey as well as a series of Chinese reading measurements. Drawing upon multivariate analyses, the results demonstrated that early language and literacy experiences as a whole contributed to later HL reading development. More specifically, language and literacy experiences in the community had a more salient effect on CHL literacy development than did home-based experiences. The study underscored the importance of crossing boundaries between learner-internal linguistic capacities and learner-external sociocultural contexts in HL literacy maintenance.
AB - Prior language and literacy support from home, community and heritage language (HL) schools provides young HL learners with linguistic and metalinguistic foundations for language and literacy development (Chinen & Tucker Heritage Language Journal 3:27-59, 2005; Koda et al. Chinese as a heritage language: Fostering rooted world citizenry (pp. 125–135). University of Hawai’i, National Foreign Language Resource Center. 2008; Mori & Calder Foreign Language Annals 46:290-310, 2013). To date, few studies have explored the contribution of early language experiences to later HL literacy development. The current study aimed to investigate the role of learner-external and input-based language and literacy support in adult HL literacy development. Two hundred and nine Chinese as a heritage language (CHL) learners participated in the study. They completed a language and literacy background survey as well as a series of Chinese reading measurements. Drawing upon multivariate analyses, the results demonstrated that early language and literacy experiences as a whole contributed to later HL reading development. More specifically, language and literacy experiences in the community had a more salient effect on CHL literacy development than did home-based experiences. The study underscored the importance of crossing boundaries between learner-internal linguistic capacities and learner-external sociocultural contexts in HL literacy maintenance.
KW - Bilingual and biliteracy
KW - Heritage language development and maintenance
KW - Heritage language schools
KW - Oral and print input
UR - https://www.scopus.com/pages/publications/85153111172
U2 - 10.1007/978-3-031-24078-2_5
DO - 10.1007/978-3-031-24078-2_5
M3 - 章节
AN - SCOPUS:85153111172
T3 - Educational Linguistics
SP - 103
EP - 120
BT - Educational Linguistics
PB - Springer Science and Business Media B.V.
ER -