Contrasting models in literacy practice among heritage language learners of Mandarin

Abstract

This paper examines how the development of print literacy practices was approached at a Chinese heritage language school in the Southwest of the United States. More specifically, it investigates the roles of instructors and parents in the development of literacy among heritage language learners of Mandarin. The study explores two contrasting approaches to literacy instruction which occurred in both the classrooms and homes of the learners, where many literacy activities took place. The findings indicate that the learners’ literacy development was determined by many factors, such as the instructors’ and the parents’ own learning experiences, their perspectives on literacy, and the approaches they adopted in both classroom and home settings. The study also reveals that instructors and parents conceptualized an important link between socializing the learners into traditional Chinese values and the promotion of their literacy development.