Stakeholder Views of Community-Based Heritage Language Programs

Chinese and Korean Cases

Authored by: Na Liu , Byeong-Keun You

Handbook of Heritage, Community, and Native American Languages in the United States

Print publication date:  January  2014
Online publication date:  January  2014

Print ISBN: 9780415520669
eBook ISBN: 9780203122419
Adobe ISBN: 9781136332494

10.4324/9780203122419.ch31

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Abstract

This chapter discusses stakeholders’ perspectives on heritage language programs, including their current status, factors that have helped them run well, challenges, and suggestions for improving them. Stakeholders refer to principals, teachers, and parents who are involved in the activities of heritage language programs and play critical roles in their success. This chapter focuses on Chinese and Korean heritage language programs for two reasons: The authors have done extensive research on Chinese and Korean heritage language programs, and both Chinese and Korean ethnic groups have founded and developed heritage language programs for more than a century, with the number of programs in the United States for each language exceeding 1,000 in 2012. Thus, Chinese and Korean ethnic groups can be regarded as models for the development and maintenance of heritage language programs (You & Liu, 2011). The data used in this chapter were collected through surveys and semistructured interviews with stakeholders in Chinese and Korean heritage language schools in the Phoenix, Arizona, metropolitan area.

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