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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. Klappentext 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. Chinese-heritage students are by far the largest ethnic group among Asian American and Asian Canadian communities, but it is difficult to sort out their academic performance because NAEP and most state/province databases lump all Asian students' results together. To better understand why Chinese-heritage learners range from academic role models to problematic students in need of help, it is important to understand their hearts and minds beyond test scores. This book is distinctive in building this understanding by addressing the range of issues related to Chinese-heritage K-12 students' languages, cultures, identities, academic achievements, and challenges across North American schools. 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 P...
