Chinese Language Use by School-Aged Chinese Australians

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.

Considers the complex socio-cultural environment of Sino-Australian relations Offers a new framework 'Dual-track Culturalisation' to analyse immigrants' language practices Critically assesses the experiences of new immigrants and their offspring

Autorentext
Yilu Yang is Associate Professor at the School of New Media and Communication, Tianjin University, China. She has received her PhD at the University of Melbourne. Her current research interest lies in socio-cultural aspects of international immigrants and intergroup communication.

Inhalt
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.