“The development of the field of Chinese as a heritage language has been nothing short of astounding.”
--Scott McGinnis, Defense Language Institute
Thirty-two scholars examine the socio-cultural, cognitive-linguistic, and educational-institutional trajectories along which Chinese as a Heritage Language may be acquired, maintained, and developed. They draw upon developmental psychology, functional linguistics, linguistic and cultural anthropology, discourse analysis, orthography analysis, reading research, second language acquisition, and bilingualism. This volume aims to lay a foundation for theories, models, and master scripts to be discussed, debated, and developed, and to stimulate research and enhance teaching both within and beyond Chinese language education.
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