Language, Culture and Identity in Two Chinese Community Schools : : More than One Way of Being Chinese? / / Sara Ganassin.
This book investigates the social, political and educational role of community language education in migratory contexts. It draws on an ethnographic study that investigates the significance of Mandarin-Chinese community schooling in Britain as an intercultural space for those involved. To understand...
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| Superior document: | Title is part of eBook package: De Gruyter DG Plus PP Package 2020 Part 2 |
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| VerfasserIn: | |
| Place / Publishing House: | Bristol ;, Blue Ridge Summit : : Multilingual Matters, , [2020] ©2020 |
| Year of Publication: | 2020 |
| Language: | English |
| Series: | Languages for Intercultural Communication and Education
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| Online Access: | |
| Physical Description: | 1 online resource |
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Table of Contents:
- Frontmatter
- Contents
- Figures
- Acknowledgements
- Preface
- 1 Introduction
- 2 Constructing the Term ‘Chinese’
- 3 Research Design
- 4 Chinese Community Schools: ‘Spaces for People to Come Together and Learn from Each Other’
- 5 One of Many Chinese Heritage Languages: ‘I Can’t Speak Mandarin but when I Speak Cantonese People Think that I am Local’
- 6 Teaching ‘Real’ Chinese Culture: The Fable of the Frog at the Bottom of the Well
- 7 Fluidity and Complexity in Pupils’ Chinese Identities: ‘I am Happy to be Chinese’
- 8 Conclusions
- Appendices
- References
- Index