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Informationen zum Autor Wen Ma is an Associate Professor of Education at Le Moyne College, USA. Guofang Li is a Professor and Canada Research Chair (Tier 1) in Transnational/Global Perspectives of Language and Literacy Education of Children and Youth at the University of British Columbia, Canada. Zusammenfassung This comprehensive look at Chinese-heritage students’ academic, sociocultural, and emotional development in the public schools examines pertinent educational theories; complex (even inconvenient) realities; learning practices in and outside of schools; and social, cultural, and linguistic complications in their academic lives across diverse settings, homes, and communities. Inhaltsverzeichnis Contents Acknowledgments and Dedication Wen Ma & Guofang Li Foreword: Who and What are ‘Chinese’ Students? Allan Luke Introduction: Understanding "Difference within Differences" in Chinese-heritage Students’ Educational Experiences across School, Home and Community Contexts Guofang Li & Wen Ma Part I: Chinese-heritage Students’ Language and Literacy Learning Chapter 1: Chinese Students' Heritage Language Learning in the United States: Issues and Challenges Keying Wen & Guofang Li Chapter 2: A Chinese Student's Early Education in US K-12 School: A Multilevel Perspective Yalun Zhou, Rebecca L. Oxford, & Michael Wei Chapter 3: Ordinary Objects Tell Extraordinary Stories: Children’s Multimodal Literacy Explorations Xiaoxiao Du, Rosamund Stooke, & Rachel M. Heydon Chapter 4: Looking through the Lens of Chinese ELLs on Academic Writing in Secondary School Ravy S. Lao, May Y. Lee, & Araceli Arzate Part II: Chinese-heritage Students’ Learning across the Curriculum Chapter 5: Culture and Everyday Life Experiences of Chinese Immigrant Students Learning Science from Classroom Discourse Shu-Wen Lan & Luciana C. de Oliveira Chapter 6: Disaggregating Secondary-Level Chinese Immigrants’ Academic, English, and School Success Lee Gunderson & Reginald Arthur D’Silva Chapter 7: Between Classes and Schools: Time, Space and Languages Yamin Qian Chapter 8: The Contributing Factors to Chinese American High School Students’ Mathematics Achievement Keqiao Liu & Xiufeng Liu Part III: Chinese-heritage Students’ Cultures and Identities Chapter 9: (Re)-positioning the "Chinatown" Default: Constructing Hybrid Identities in Elementary Classrooms Joseph C. Rumenapp Chapter 10: Heterogeneity and Differentiation behind Model Minority Discourse: Struggles of Chinese Students in Canadian Schools Dan Cui Chapter 11: "I Feel Proud to Be an Immigrant": How A Youth Program Supports Ibasho Creation for Chinese Immigrant Students in the US Tomoko Tokunaga & Chu Huang Chapter 12: Of Cowboys and Communists: A Phenomenological Narrative Case Study of a Biracial Chinese-White Adolescent Mary B. McVee & Zachary Zhang Part IV: Other Sociocultural Variables Confronting Chinese-heritage Learners Chapter 13: A Bioecological Model of Chinese American Children’s Socio-emotional and Behavioral Adjustment Stephen Chen, Jennifer Ly, & Qing Zhou Chapter 14: Cultivating Creativity among Chinese Heritage Students in North America Cecilia Cheung Chapter 15: Who are their parents? A Case Study of the Second Generation Chinese American Students’ Middle-Class Parents and Their Parenting Styles Xuan Jiang & Gwyn W. Senokossoff Chapter 16: Cantonese Emergent Bilinguals in the "Latino/Mandarin" U.S. Education Landscape: A Critical Case Study in Chicago Jason Goulah Conclusion: Looking beyond the Stereotypes and Moving Forward: Cultivating the He...
