This qualitative study shared the voices of parents, students, and teachers and their perspectives on and experiences at community-based Chinese heritage schools (CHSs) in Southeast Texas. Their voices can be seen as critical inquiries that truly represent the phenomenon of after-school Chinese language education in the United States. With in-depth interviews and content analysis, this dissertation sought to provide greater understanding in: (a) creating a dialogue among the unique perspectives and voices of parents, students, and teachers; (b) documenting how teachers, first-generation parents, and second-generation students negotiate their own unique roles within the CHS system; (c) providing recommendations to school leaders, administrators, and teachers regarding particular methods of working with parents, to make students' heritage language (HL) learning more meaningful; and, (d) underscoring the contention that HL learning is a critical component of a functioning in pluralistic society.
| Identifer | oai:union.ndltd.org:tamu.edu/oai:repository.tamu.edu:1969.1/150951 |
| Date | 16 December 2013 |
| Creators | Liao, Li-Yuan |
| Contributors | Hill-Jackson, Valerie, Larke, Patricia, Liew, Jeffery ; Lincoln, Yvonna |
| Source Sets | Texas A and M University |
| Detected Language | English |
| Type | Thesis, text |
| Format | application/pdf |
Page generated in 0.0018 seconds