Heritage language education in the United States: a national survey of college‐level Chinese language programs

• Han Luo ^[1] ; Ming-Ying Li ^[2] ; Yu Li ^[3]
  1. [1] Lafayette College

     Lafayette College

     City of Easton, Estados Unidos

     
  2. [2] Loyola Marymount University

     Loyola Marymount University

     Estados Unidos

     
  3. [3] City University of New York

     City University of New York

     Estados Unidos

     

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• Localización: Foreign language annals, ISSN 0015-718X, Vol. 52, Nº. 1, 2019, págs. 101-120
• Idioma: inglés
• Texto completo no disponible (Saber más ...)
• Resumen

  • This study reports the results of a national survey of Chinese as a heritage language (CHL) education in U.S. colleges and universities. Conducted during a period of 13 months, the project included an initial survey that elicited general information such as program structure, course offerings, and materials. Of the 619 institutions to which the survey was sent, 246 responses were received, of which 51 institutions were identified as offering CHL courses. A follow‐up survey of heritage‐track instructors at the 51 institutions investigated their views on existing teaching materials, challenges, successful experiences, and needs for professional development. In addition to providing a general picture of college‐level CHL education across the United States, this article also identifies urgent issues that need to be addressed for CHL education and discusses the implications for teaching CHL learners in particular and heritage language learners in general.