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引文資料
題名:
A Typological Analysis of Chinese Heritage Language Programs at Universities in North America and Oceania
書刊名:
臺灣華語教學研究
作者:
黃克文
作者(外文):
Huang, Karen
出版日期:
2017
卷期:
14
頁次:
頁3-28
主題關鍵詞:
華語
;
傳承語言
;
高等教育
;
課程
;
語言教育
;
Chinese
;
Heritage language
;
Higher education
;
Program curriculum
;
Language education
原始連結:
連回原系統網址
相關次數:
被引用次數:期刊(0) 博士論文(0) 專書(0) 專書論文(0)
排除自我引用:0
共同引用:0
點閱:5
隨著海外華人移民增加,愈來愈多華裔學生希望在當地大學學習中文。由於華裔學生學習需求與其他學生不同,分開設置華裔班獲得教育界廣泛認可,然而理想與實際之間差距不小,並非所有中文項目都有能力另外開班。本研究調查美加紐澳共三十九個、在現代外語領域世界排名前一百五十名的中文項目,根據其華裔教學課程做類型學分析。結果發現其中77%設有華裔班,其設置與否、課程完整度與地區及亞裔或華裔的比例相關,華裔班的開設顯然受大學學制與學生族群影響。本研究進而對期望發展其華裔課程的中文系,斟酌實際並提出建議。
以文找文
With a growing number of Chinese immigrants around the world, more and more heritage language learners want to learn Chinese at universities in their settling country. It has been widely accepted that the heritage language learners should receive separate curricula because their needs are different from the Chinese as a foreign language (CFL) learners. However, programs do not always have enough resources to offer a separate instruction for the heritage language learners. There is a need to bridge the gap between theory and practice. This study examines 39 Chinese programs from the top 150 universities in Modern languages in North America and Oceania. Based on the data, a typology of the Chinese heritage language programs is presented. Further analyses illustrate that 77% of the investigated top universities offer heritage courses. However, there seems to be a regional difference between North America and Oceania. Furthermore, the complexity of heritage programs is correlated to Asian/Chinese demographics in the universities or the regions. The university structure and student demographics play an important role in program curricula. Based on these findings, further recommendations are proposed to assist a program to develop its heritage language track in a realistic manner.
以文找文
期刊論文
1.
Tse, Lucy(2000)。The effects of ethnic identity formation on bilingual maintenance and development: an analysis of Asian American narratives。International Journal of Bilingual Education and Bilingualism,3(3),185-200。
2.
Carreira, Maria(2004)。Seeking Explanatory Adequacy: A Dual Approach to Understanding the Term "Heritage Language Learner"。Heritage Language Journal,2(1),1-25。
3.
He, Agnes Weiyun(2006)。Toward an identity theory of the development of Chinese as a heritage language。Heritage Language Journal,4(1),1-28。
4.
Kondo-Brown, Kimi(2005)。Differences in language skills: Heritage language learner subgroups and foreign language learners。Modern Language Journal,89,563-581。
5.
Weger-Guntharp, Heather(2006)。Voices from the margin: Developing a profile of Chinese heritage language learners in the FL classroom。Heritage Language Journal,4(1),29-46。
6.
He, Agnes Weiyun(2010)。The heart of heritage: Sociocultural dimensions of heritage language learning。Annual Review of Applied Linguistics,30,66-82。
7.
Li, Yu、Wen, Xiaohong、Xie, Tianwei(2014)。CLTA 2012 survey of college-level Chinese language programs in North America。Journal of the Chinese Language Teachers Association,49(1),1-50。
8.
Polinsky, Maria、Kagan, Olga(2007)。Heritage languages: In the 'wild' and in the classroom。Language and Linguistics Compass,1,368-395。
9.
Zhang, Lihua(2014)。College Chinese heritage language learners' implicit knowledge of compound sentences。Heritage Language Journal,11,45-75。
研究報告
1.
Statistics Canada(2011)。Immigrant languages in Canada: Statistics Canada。
2.
Statistics New Zealand(2013)。2013 Census totals by topic。
3.
U.S. Census Bureau(2015)。Detailed Languages Spoken at Home and Ability to Speak English for the Population 5 Years and Over: 2009-2013。
圖書
1.
Chou, Chih-ping、Link, Perry、Wang, Xuedong(2012)。Oh, China!: An Elementary Reader of Modern Chinese for Advanced Beginners Princeton。New Jersey:Princeton University Press。
2.
Gibbons, John、Ramirez, Elizabeth(2004)。Maintaining a Minority Language: A Case Study of Hispanic Teenagers Clevedon。Multilingual Matters。
3.
Goldberg, David、Looney, Dennis、Lusin, Natalia(2015)。Enrollments in Languages Other Than English in United States Institutions of Higher Education, Fall 2013。The Modern Language Association of America。
4.
Li, Duanduan、Liu, Ruinian、Liu, Irene、Liu, Lening、Wang, Hailong(2004)。A Primer for Advanced Beginners of Chinese。Columbia University Press。
5.
Lusin, Natalia(2012)。The MLA Survey of Postsecondary Entrance and Degree Requirements for Languages Other Than English 2009.10。The Modern Language Association of America。
其他
1.
Australian Bureau of Statistics(2017)。2071.0-Census of Population and Housing: Reflecting Australia-Stories from the Census, 2016,http://www.abs.gov.au/AUSSTATS/abs@.nsf/DetailsPage/2071.02016?OpenDocument。
2.
Polinsky, Maria,Zhang, Boyan,Gallo, Carlos Gomez(2010)。Heritage Chinese: A new view from production,Honolulu:National Heritage Language Resource Center。
圖書論文
1.
Fishman, Joshua A.(2001)。300-plus years of heritage language education in the United States。Heritage language in America: Preserving a national resource。Center for Applied Linguistics。
2.
Jia, Li、Bayley, Robert(2008)。The (re)acquisition of perfective aspect marking by Chinese heritage language learners。Chinese as a Heritage Language: Fostering Rooted World Citizenry。Honolulu, HI:University of Hawaii, National Foreign Language Resource Center。
3.
Li, Duanduan、Duff, Patricia A.(2008)。Issues in Chinese heritage language education and research at the postsecondary level。Chinese as a Heritage Language: Fostering Rooted World Citizenry。Honolulu, HI:University of Hawaii, National Foreign Language Resource Center。
4.
Ming, Tao、Tao, Hongyin(2008)。Developing a Chinese heritage language corpus: Issues and a preliminary report。Chinese as a Heritage Language: Fostering Rooted World Citizenry。Honolulu, HI:University of Hawaii, National Foreign Language Resource Center。
5.
Valdés, Guadalupe(2001)。Heritage language students: Profiles and possibilities。Heritage Languages in America: Preserving a National Resource。Washington, DC:Center for Applied Linguistics and Delta Systems。
6.
Xiao, Yun(2008)。Home literacy environment in CHL development。Chinese as a Heritage Language: Fostering Rooted World Citizenry。Honolulu, HI:University of Hawaii, National Foreign Language Resource Center。
7.
Kagan, Olga、Dillon, Kathleen(2004)。Heritage speakers' potential for high-level language proficiency。Advanced foreign language learning: A challenge to college programs。Boston:Heinle & Heinle。
8.
Koda, Keiko、Lü, Chan、Zhang, Yanhui(2008)。Effects of print input on morphological awareness among Chinese heritage language learners。Chinese as a Heritage Language: Fostering Rooted World Citizenry。Honolulu:National Foreign Language Resource Center, University of Hawaii。
9.
Koda, Keiko、Zhang, Yanhui、Yang, Chin-lung(2008)。Literacy development in Chinese as a heritage language。Chinese as a Heritage Language: Fostering Rooted World Citizenry。Honolulu:National Foreign Language Resource Center, University of Hawaii。
10.
Lu, Xuehong、Li, Guofang(2008)。Motivation and achievement in Chinese language learning: A comparative analysis。Chinese as a Heritage Language: Fostering Rooted World Citizenry。Honolulu:National Foreign Language Resource Center, University of Hawaii at Manoa。
11.
McGinnis, Scott(2008)。From mirror to compass: The Chinese heritage language education sector in the United States。Heritage Language Education: A New Field Emerging。
12.
Valdés, Guadalupe(2000)。The teaching of heritage languages: An introduction for Slavic-teaching professionals。The Learning and Teaching of Slavic Languages and cultures。Bloomington, IN:Slavica。
13.
Xiang, Xuehua(2016)。The teaching of Chinese to heritage language learners at the post-secondary Level。Chinese Language Education in the United States。Springer。
14.
Xiao, Yun(2010)。Discourse features and development in Chinese L2 writing。Research among Learners of Chinese as a Foreign Language。Honolulu:University of Hawaii Press。
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