Abstract
ABSTRACT In the field of educational sociolinguistics there is a body of literature with a focus on children in complementary schooling. While timely, such work often does not often pay much attention to the parents who frequent the school setting, preferring to focus on the interactions between children. This paper addresses this absence by reporting on a study of parental social-networking and group formation in a Chinese complementary school in Germany. By investigating various parental groups in the complementary school setting, this paper explores the parents’ different ways of forming mutual space and the kinds of social investments they have in such space. This includes a focus on the linguistic and semiotic resources which the parents draw upon in the formation of their groups, as well as the cultural and class-based assumptions which underlie their choices.
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