Chinese language use by school-aged Chinese Australians : a dual-track culturalisation theoretical framework / Yilu Yang.
Yang, Yilu.
2022
PL1074.75
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Title Chinese language use by school-aged Chinese Australians : a dual-track culturalisation theoretical framework / Yilu Yang.
Author Yang, Yilu.
ISBN 9783031105807 (electronic bk.)
303110580X (electronic bk.)
3031105796
9783031105791
DOI https://doi.org/10.1007/978-3-031-10580-7
Published Cham, Switzerland : Palgrave Macmillan, 2022.
Language English
Description 1 online resource
Item Number 10.1007/978-3-031-10580-7 doi
Call Number PL1074.75
Dewey Decimal Classification 306.442951094
Summary 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.
Access Note Access limited to authorized users.
Source of Description Description based on print version record.
Available in Other Form Print version: 9783031105807
Print version: 9783031105791
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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.

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