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dc.contributor.supervisor Kouritzin, Sandra (Curriculum, Teaching and Learning) en
dc.contributor.author Chen, Yi-fang
dc.date.accessioned 2010-12-22T15:40:55Z
dc.date.available 2010-12-22T15:40:55Z
dc.date.issued 2010-12-22T15:40:55Z
dc.identifier.uri http://hdl.handle.net/1993/4317
dc.description.abstract Many immigrant (minority language) parents send their children to heritage language programs in hopes of helping their children maintain connections to their mother cultures and languages. This case study aims to explore the challenges minority language parents may encounter with decisions related to heritage language retention through community-based heritage language programs in a Canadian Chinese diaspora community. Five parent participants were recruited based on their diverse geographical and linguistic backgrounds. From interviews with these parents five themes emerged. These are 1) the nature of parental expectations regarding the function of heritage education, 2) the differences between heritage education and mainstream education, 3) varying perceptions of being part of a cultural minority, 4) manners of negotiating ethnic identity, and 5) the issue of diaspora values. The findings may shed light on how heritage education may be further developed, and also provide educators and policy makers with a better understanding of the importance of heritage education from the parents’ perspective. en
dc.format.extent 2434868 bytes
dc.format.mimetype application/pdf
dc.language.iso en_US
dc.rights info:eu-repo/semantics/openAccess
dc.subject Language retention en
dc.subject Language politics en
dc.subject Chinese community-based language schools en
dc.subject Parents' perspectives en
dc.title Language politics and language retention in a Canadian Chinese disapora community: challenges for parents en
dc.type info:eu-repo/semantics/masterThesis
dc.degree.discipline Curriculum, Teaching and Learning en
dc.contributor.examiningcommittee Li, Yi (Curriculum, Teaching and Learning) Wallin, Dawn (Educational Administration, Foundations and Psychology) en
dc.degree.level Master of Education (M.Ed.) en
dc.description.note February 2011 en


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