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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.
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.
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.
We’re pleased to welcome you to the Department of Political Science at the University of Bari “Aldo Moro” for the 7th Migration Conference. The conference is the largest scholarly gathering on migration with a global scope. Human mobility, economics, work, employment, integration, insecurity, diversity and minorities, as well as spatial patterns, culture, arts and legal and political aspects appear to be key areas in the current migration debates and research. Throughout the program of the Migration Conference you will find various key thematic areas covered in 598 presentations by 767 contributors coming from all around the world, from Australia to Canada, China to Colombia, Brazil to Korea, and South Africa to Norway. We are proud to bring together experts from universities, independent research organisations, governments, NGOs and the media. We are also proud to bring you opportunities to meet with some of the leading scholars in the field. This year invited speakers include Fiona B. Adamson, Markus Kotzur, Philip L. Martin, Karsten Paerregaard, Ferruccio Pastore, Martin Ruhs, Jeffrey H. Cohen, and Carlos Vargas Silva. Although the main language of the conference is English, this year we will have linguistic diversity as usual and there will be presentations in French, Italian, Spanish and Turkish. We have maintained over the years a frank and friendly environment where constructive criticism foster scholarship, while being nice improves networks and quality of the event. We hope to continue with this tradition and you will enjoy the Conference and Bari during your stay. We thank all participants, invited speakers and conference committees for their efforts and contribution. We also thank many colleagues who were interested in and submitted abstracts but could not make it this year. We are particularly grateful to hundreds of colleagues who served as reviewers and helped the selection process. We also thank to those colleagues who organised panels and agreed to chair parallel sessions over three days. We reserve our final thanks to the team of volunteers whose contributions have been essential to the success of the conference. In this regard, special thanks are reserved for our volunteers and team leaders Rosa, Alda, Franco, and Aldo from the University of Bari, Tuncay and Fatma from Regent’s University London, Fethiye from Namik Kemal University and Vildan from Galatasaray University, Ege from Middle East Technical University, Mehari from Regent’s University London, and Gizem from Transnational Press London. Our final thanks are reserved for the leaders of the University of Bari “Aldo Moro” and the Department of Political Science, President of Puglia Regional Administration and Mayor of City of Bari for hosting the Conference and for their generous support in enriching the Conference programme. Please do not hesitate to get in touch with us through the conference email ([email protected]). Ibrahim Sirkeci and Michela C. Pellicani The Migration Conference Chairs The Migration Conference 2019 The Migration Conference is a global venue for academics, policy makers, practitioners, students and everybody who is interested in intelligent debate and research informed discussions on human mobility and its impacts around the world. The Migration Conference 2019 is the 7th conference in the series and co-organised and hosted by the University of Bari “Aldo Moro”, Italy and Transnational Press London. The Migration Conferences were launched at the Regent’s Centre for Transnational Studies in 2012 when the first large scale well attended international peer-reviewed conference with a focus on Turkish migration in Europe in Regent’s Park campus of Regent’s University London. The migration conferences have been attended by thousands of participants coming from all around the world in London (2012), London (2014), Prague (2015), Vienna (2016), Athens (2017), Lisbon (2018), and Bari (2019).
There is widespread concern in all English speaking countries at the rapid decline in study of languages. The promise of 'languages for all' in the UK and North America in the 1970s marked a shift from languages as élite subjects for the privileged few, but this promise has not been fulfilled. This book explores the reasons for and solutions to this decline. More importantly, it looks at how these trends have been reversed in successful school programs and the implications of this for language education policy makers. The study draws on an analysis of data from 600 primary, secondary and community languages schools over six years and from detailed case studies in a representative sample of 45 successful schools. The book proposes a range of strategies to address the decline: from engaging classroom learning, assessment outcomes and embedding languages as central in school curriculum on the one level, to a mix of incentives and mandation for language study, especially at upper secondary school level. The authors explore the impact of learning languages on the thinking, educational experiences and outcomes of young people across a range of ethnic backgrounds and socioeconomic statuses. They show the importance of having equal access to languages study in a world where young people will have increasingly more diverse working lives and argue that the gap in languages between policy and uptake is really a gap in the thinking of policy makers and government.
★FIVE STARRED REVIEWS★ NAMED A BEST BOOK OF THE YEAR BY KIRKUS REVIEWS, BOOKLIST AND MORE! Equal parts heartbreaking and hopeful, Tiger Daughter is an award-winning novel about finding your voice amidst the pressures of growing up in an immigrant home told from the perspective of a remarkable young Chinese girl. Wen Zhou is a first-generation daughter of Chinese migrant parents. She has high expectations from her parents to succeed in school, especially her father whose strict rules leave her feeling trapped. She dreams of creating a future for herself more satisfying than the one her parents expect her to lead. Then she befriends a boy named Henry who is also a first generation immigrant. He is the smartest boy at school despite struggling with his English and understands her in a way nobody has lately. Both of them dream of escaping and together they come up with a plan to take an entrance exam for a selective school far from home. But when tragedy strikes, it will take all of Wen’s resilience and tiger strength to get herself and Henry through the storm that follows. Tiger Daughter is a coming-of-age novel that will grab hold of you and not let go.
Against the background of the Australian government's strategic plan to promote Asian languages in schools, this book is an innovative autoethnographic inquiry of what actually occurs in the implementation of a Chinese language and culture program in an Australian context. Drawing on eight years of socio-cultural and educational fieldwork in an Australian primary school, this book examines the complex, fluid, and heterogeneous daily teaching practices and the ways in which ideas of China are assembled, presented, and performed in the classroom. It asks the questions: where does Taiwan fit into the China depicted in a western classroom? Can Chinese communism or Chairman Mao be avoided in teaching English-speaking learners? What kind of China is presented in the western context while what kind of China is being silenced and othered? Making an important contribution to the sociology of Chinese language education, Zhang uses an autoethnographic approach to interpret these concepts, through her self-presentation as a native Chinese language teacher performing her political choices through teaching as an Asian-immigrant professional woman in the Western world. This book is an essential and rich content resource for primary and secondary teacher education and research, teacher candidates and educators in Chinese as a Second Language education.
This book explores and analyses Chinese as a Foreign Language (CFL) pedagogic practices and learning experiences within a cohort of low socio-economic status students within an Australian primary classroom. It demonstrates that, in spite of policy and educational discourses underpinning ‘Asian literacies’, Chinese teaching and learning is a fragile undertaking in Australian schooling. The politicisation of CFL education, especially in the post COVID-19 era, has exacerbated public stereotypes concerning racism and multiculturalism in Australia today. Drawing upon Bernstein’s theorisation and engagement framework, Wen Xu sketches out CFL education as a democratic space where power and control relations can be deliberately operated to reinforce engaging learning experiences. She suggests that pedagogic interventions in the name of social justice have the potential to make consequential differences in disadvantaged students’ life trajectories, and CFL education can be envisioned as an avenue towards socioeconomic mobility instead of being criticised as a platform opposing to liberal ideas. In turn, she provides insights into teaching younger age CFL learners in the global context, in terms of the structuring of pedagogy and curriculum. Wen Xu’s research will be of interest to students and scholars in sociology of education, student engagement, pedagogy and curriculum, CFL education and languages education, as well as pre-service teachers and practitioners who teach Chinese as a Foreign Language.
"DeFrancis's book is first rate. It entertains. It teaches. It demystifies. It counteracts popular ignorance as well as sophisticated (cocktail party) ignorance. Who could ask for anything more? There is no other book like it. ... It is one of a kind, a first, and I would not only buy it but I would recommend it to friends and colleagues, many of whom are visiting China now and are adding 'two-week-expert' ignorance to the two kinds that existed before. This is a book for everyone." --Joshua A. Fishman, research professor of social sciences, Yeshiva University, New York "Professor De Francis has produced a work of great effectiveness that should appeal to a wide-ranging audience. It is at once instructive and entertaining. While being delighted by the flair of his novel approach, the reader will also be led to ponder on some of the most fundamental problems concerning the relations between written languages and spoken languages. Specifically, he will be served a variety of information on the languages of East Asia, not as dry pedantic facts, but as appealing tidbits that whet the intellectual appetite. The expert will find much to reflect on in this book, for Professor DeFrancis takes nothing for granted." --William S.Y. Wang, professor of linguistics, University of California at Berkeley