This comprehensive look at Chinese-heritage students' academic, sociocultural, and emotional development in the public schools examines pertinent educational theories; complex (even inconvenient) realities; learning practices in and outside of schools; and social, cultural, and linguistic complications in their academic lives across diverse settings, homes, and communities.
This comprehensive look at Chinese-heritage students' academic, sociocultural, and emotional development in the public schools examines pertinent educational theories; complex (even inconvenient) realities; learning practices in and outside of schools; and social, cultural, and linguistic complications in their academic lives across diverse settings, homes, and communities.
Wen Ma is an Associate Professor of Education at Le Moyne College, USA. Guofang Li is a Professor and Canada Research Chair (Tier 1) in Transnational/Global Perspectives of Language and Literacy Education of Children and Youth at the University of British Columbia, Canada.
Inhaltsangabe
Contents Acknowledgments and Dedication Wen Ma & Guofang Li Foreword: Who and What are 'Chinese' Students? Allan Luke Introduction: Understanding "Difference within Differences" in Chinese-heritage Students' Educational Experiences across School, Home and Community Contexts Guofang Li & Wen Ma Part I: Chinese-heritage Students' Language and Literacy Learning Chapter 1: Chinese Students' Heritage Language Learning in the United States: Issues and Challenges Keying Wen & Guofang Li Chapter 2: A Chinese Student's Early Education in US K-12 School: A Multilevel Perspective Yalun Zhou, Rebecca L. Oxford, & Michael Wei Chapter 3: Ordinary Objects Tell Extraordinary Stories: Children's Multimodal Literacy Explorations Xiaoxiao Du, Rosamund Stooke, & Rachel M. Heydon Chapter 4: Looking through the Lens of Chinese ELLs on Academic Writing in Secondary School Ravy S. Lao, May Y. Lee, & Araceli Arzate Part II: Chinese-heritage Students' Learning across the Curriculum Chapter 5: Culture and Everyday Life Experiences of Chinese Immigrant Students Learning Science from Classroom Discourse Shu-Wen Lan & Luciana C. de Oliveira Chapter 6: Disaggregating Secondary-Level Chinese Immigrants' Academic, English, and School Success Lee Gunderson & Reginald Arthur D'Silva Chapter 7: Between Classes and Schools: Time, Space and Languages Yamin Qian Chapter 8: The Contributing Factors to Chinese American High School Students' Mathematics Achievement Keqiao Liu & Xiufeng Liu Part III: Chinese-heritage Students' Cultures and Identities Chapter 9: (Re)-positioning the "Chinatown" Default: Constructing Hybrid Identities in Elementary Classrooms Joseph C. Rumenapp Chapter 10: Heterogeneity and Differentiation behind Model Minority Discourse: Struggles of Chinese Students in Canadian Schools Dan Cui Chapter 11: "I Feel Proud to Be an Immigrant": How A Youth Program Supports Ibasho Creation for Chinese Immigrant Students in the US Tomoko Tokunaga & Chu Huang Chapter 12: Of Cowboys and Communists: A Phenomenological Narrative Case Study of a Biracial Chinese-White Adolescent Mary B. McVee & Zachary Zhang Part IV: Other Sociocultural Variables Confronting Chinese-heritage Learners Chapter 13: A Bioecological Model of Chinese American Children's Socio-emotional and Behavioral Adjustment Stephen Chen, Jennifer Ly, & Qing Zhou Chapter 14: Cultivating Creativity among Chinese Heritage Students in North America Cecilia Cheung Chapter 15: Who are their parents? A Case Study of the Second Generation Chinese American Students' Middle-Class Parents and Their Parenting Styles Xuan Jiang & Gwyn W. Senokossoff Chapter 16: Cantonese Emergent Bilinguals in the "Latino/Mandarin" U.S. Education Landscape: A Critical Case Study in Chicago Jason Goulah Conclusion: Looking beyond the Stereotypes and Moving Forward: Cultivating the Hearts and Minds of Chinese-Heritage Learners Wen Ma & Guofang Li Afterword: Redefining Education Outcomes Yong Zhao List of Contributors
Contents Acknowledgments and Dedication Wen Ma & Guofang Li Foreword: Who and What are 'Chinese' Students? Allan Luke Introduction: Understanding "Difference within Differences" in Chinese-heritage Students' Educational Experiences across School, Home and Community Contexts Guofang Li & Wen Ma Part I: Chinese-heritage Students' Language and Literacy Learning Chapter 1: Chinese Students' Heritage Language Learning in the United States: Issues and Challenges Keying Wen & Guofang Li Chapter 2: A Chinese Student's Early Education in US K-12 School: A Multilevel Perspective Yalun Zhou, Rebecca L. Oxford, & Michael Wei Chapter 3: Ordinary Objects Tell Extraordinary Stories: Children's Multimodal Literacy Explorations Xiaoxiao Du, Rosamund Stooke, & Rachel M. Heydon Chapter 4: Looking through the Lens of Chinese ELLs on Academic Writing in Secondary School Ravy S. Lao, May Y. Lee, & Araceli Arzate Part II: Chinese-heritage Students' Learning across the Curriculum Chapter 5: Culture and Everyday Life Experiences of Chinese Immigrant Students Learning Science from Classroom Discourse Shu-Wen Lan & Luciana C. de Oliveira Chapter 6: Disaggregating Secondary-Level Chinese Immigrants' Academic, English, and School Success Lee Gunderson & Reginald Arthur D'Silva Chapter 7: Between Classes and Schools: Time, Space and Languages Yamin Qian Chapter 8: The Contributing Factors to Chinese American High School Students' Mathematics Achievement Keqiao Liu & Xiufeng Liu Part III: Chinese-heritage Students' Cultures and Identities Chapter 9: (Re)-positioning the "Chinatown" Default: Constructing Hybrid Identities in Elementary Classrooms Joseph C. Rumenapp Chapter 10: Heterogeneity and Differentiation behind Model Minority Discourse: Struggles of Chinese Students in Canadian Schools Dan Cui Chapter 11: "I Feel Proud to Be an Immigrant": How A Youth Program Supports Ibasho Creation for Chinese Immigrant Students in the US Tomoko Tokunaga & Chu Huang Chapter 12: Of Cowboys and Communists: A Phenomenological Narrative Case Study of a Biracial Chinese-White Adolescent Mary B. McVee & Zachary Zhang Part IV: Other Sociocultural Variables Confronting Chinese-heritage Learners Chapter 13: A Bioecological Model of Chinese American Children's Socio-emotional and Behavioral Adjustment Stephen Chen, Jennifer Ly, & Qing Zhou Chapter 14: Cultivating Creativity among Chinese Heritage Students in North America Cecilia Cheung Chapter 15: Who are their parents? A Case Study of the Second Generation Chinese American Students' Middle-Class Parents and Their Parenting Styles Xuan Jiang & Gwyn W. Senokossoff Chapter 16: Cantonese Emergent Bilinguals in the "Latino/Mandarin" U.S. Education Landscape: A Critical Case Study in Chicago Jason Goulah Conclusion: Looking beyond the Stereotypes and Moving Forward: Cultivating the Hearts and Minds of Chinese-Heritage Learners Wen Ma & Guofang Li Afterword: Redefining Education Outcomes Yong Zhao List of Contributors
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