View Content #4314
| Contentid | 4314 |
|---|---|
| Content Type | 1 |
| Title | Call for Papers: Chinese as a Heritage Language |
| Body | Call for Contributions to A Research Monograph on Chinese as a Heritage Language (CHL) Chinese is now the third most common spoken language at home in the US (after English and Spanish). The learning of Chinese as a heritage language (CHL) at all levels and sites is on the increase, and the trend will continue. In the meantime, while research on Heritage Language is coming of age (e.g., Brecht & Ingold 1998; Brinton & Kagan, in press; Colombi & Roca, 2003; Lee & Shin, in press; Kondo-Brown, in press; Krashen, Tse, & McQuillian, 1998; Lynch, 2003; Peyton, Ranard, & McGinnis, 2001; Valdés, 2005; Wiley & Valdes, 2000), substantive publications on CHL are conspicuously lacking. The proposed monograph aims to put together a collection of exploratory, pioneering research on CHL to (1) lay a foundation for ideas, theories, models, master scripts to be discussed, critiqued, debated, and developed for CHL and (2) stimulate research and dialog both within and beyond Chinese language education. We cordially invite colleagues to join us in addressing the following broad areas: I. Research on CHL as a set of language skills the development of reading, writing, grammar, vocabulary, accent, interactional strategies, character recognition, technology-assisted literacy, etc. II. Research on CHL as a resource for developing specific, multiple and fluid discourse patterns, cultural values, identities and communities -- the linguistic, interactional, socio-cultural, cognitive characteristics of the CHL learner, the multiple communicative worlds which s/he inhabits, code-mixing/switching, discourse processes in class and at home, motivation, attitudes, etc. III. Research that theorizes or models CHL development what are the routes and rates of CHL learning? What are the variables? What is the optimal path for CHL acquisition/ maintenance? Whether and how is CHL learning different from CFL learning or mother tongue learning? Submitted work should be informed by bodies of disciplinary knowledge (e.g., developmental psychology, formal and functional linguistics, linguistic and cultural anthropology, discourse analysis, (second) language acquisition, bilingualism). Ideally, it should also address the ways in which the work may contribute to the very disciplines which have served as theoretical or methodological guidance for CHL research in terms of fundamental theoretical constructs, research methods, units of analysis, etc. We welcome research from a variety of methodological backgrounds, both qualitative and quantitative, including correlational approaches, survey research, case studies, enthographic research, interactional studies, experimental research, and multi-site multi-method research. Interested colleagues please send the following to Agnes.He@sunysb.edu and yun@asianlan.umass.edu : Name Institutional affiliation Contact information A descriptive title of the proposed chapter A 150-word synopsis of the proposed chapter Kindly reply by: March 31, 2006 Cordially, Agnes Weiyun He, SUNY-Stony Brook, Primary Editor Yun Xiao, U MASS, Secondary Editor Consulting Team Duanduan Li, University of British Columbia Scott McGinnis, Defense Language Institute Hongyin Tao, UCLA Shuhan Wang, Delaware Department of Education McGinnis, S. CFP: CHINESE AS A HERITAGE LANGUAGE: A RESEARCH MONOGRAPH. Heritage List. heritage-list@Majordomo.umd.edu (17 Mar. 2006). |
| Source | Heritage List |
| Inputdate | 2006-03-17 19:28:00 |
| Lastmodifieddate | 2006-03-17 19:28:00 |
| Expdate | 2006-04-01 00:00:00 |
| Publishdate | 2006-03-20 00:00:00 |
| Displaydate | Not set |
| Active | 1 |
| Emailed | 1 |
| Isarchived | 1 |
