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Chapter 2. Family language policy

Is learning Chinese at odds with learning English?
  • Xiao Lan Curdt-Christiansen
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Learning Chinese in Diasporic Communities
Ein Kapitel aus dem Buch Learning Chinese in Diasporic Communities

Abstract

This inquiry examines how family languages policies (FLP) are planned and developed in twenty bilingual families in Singapore with regard to their children’s Chinese language and literacy development. The study focuses on how parents perceive Chinese and how their beliefs are transformed into active language practices. Data sources include de facto language practices in home domains, parents’ language ideologies, and literacy activities and private tuition used as their language management. The findings reveal that all parents hold an unambiguous belief in the benefits of developing Chinese language, both in terms of cultural identity and in terms of providing overt socioeconomic opportunities. The study shows that FLPs are constantly interacting with and shaped by nonlinguistic forces – the national language policy and the educational system. When facing the sociopolitical and educational realities in Singapore, these parents are coerced to place Chinese and English into a dichotomous position resulting in lower expectations for their children’s Chinese proficiency and less sufficient provision of Chinese literacy resources.

Abstract

This inquiry examines how family languages policies (FLP) are planned and developed in twenty bilingual families in Singapore with regard to their children’s Chinese language and literacy development. The study focuses on how parents perceive Chinese and how their beliefs are transformed into active language practices. Data sources include de facto language practices in home domains, parents’ language ideologies, and literacy activities and private tuition used as their language management. The findings reveal that all parents hold an unambiguous belief in the benefits of developing Chinese language, both in terms of cultural identity and in terms of providing overt socioeconomic opportunities. The study shows that FLPs are constantly interacting with and shaped by nonlinguistic forces – the national language policy and the educational system. When facing the sociopolitical and educational realities in Singapore, these parents are coerced to place Chinese and English into a dichotomous position resulting in lower expectations for their children’s Chinese proficiency and less sufficient provision of Chinese literacy resources.

Kapitel in diesem Buch

  1. Prelim pages i
  2. Table of contents v
  3. Preface vii
  4. Contributors ix
  5. List of figures xiii
  6. List of tables xv
  7. Introduction 1
  8. Part I. Family socialization patterns in language learning and literacy practices
  9. Chapter 1. Language socialization into Chinese language and “Chineseness” in diaspora communities 13
  10. Chapter 2. Family language policy 35
  11. Part II. Complementary/heritage Chinese schools in diasporas
  12. Chapter 3. Chinese complementary schools in Scotland and the Continua of Biliteracy 59
  13. Chapter 4. Chinese heritage language schools in the United States 81
  14. Chapter 5. Learning and teaching Chinese in the Netherlands 97
  15. Chapter 6. Language and literacy teaching, learning and socialization in the Chinese complementary school classroom 117
  16. Part III. Bilingual Chinese educational models
  17. Chapter 7. Chinese Education in Malaysia 139
  18. Chapter 8. Conflicting goals of language-in-education planning in Singapore 159
  19. Chapter 9. Chinese language teaching in Australia 181
  20. Part IV. Chinese language, culture and identity
  21. Chapter 10. Speaking of identity? 203
  22. Chapter 11. Chinese language learning by adolescents and young adults in the Chinese diaspora 219
  23. Index 239
https://doi.org/10.1075/aals.12.03cur

Kapitel in diesem Buch

  1. Prelim pages i
  2. Table of contents v
  3. Preface vii
  4. Contributors ix
  5. List of figures xiii
  6. List of tables xv
  7. Introduction 1
  8. Part I. Family socialization patterns in language learning and literacy practices
  9. Chapter 1. Language socialization into Chinese language and “Chineseness” in diaspora communities 13
  10. Chapter 2. Family language policy 35
  11. Part II. Complementary/heritage Chinese schools in diasporas
  12. Chapter 3. Chinese complementary schools in Scotland and the Continua of Biliteracy 59
  13. Chapter 4. Chinese heritage language schools in the United States 81
  14. Chapter 5. Learning and teaching Chinese in the Netherlands 97
  15. Chapter 6. Language and literacy teaching, learning and socialization in the Chinese complementary school classroom 117
  16. Part III. Bilingual Chinese educational models
  17. Chapter 7. Chinese Education in Malaysia 139
  18. Chapter 8. Conflicting goals of language-in-education planning in Singapore 159
  19. Chapter 9. Chinese language teaching in Australia 181
  20. Part IV. Chinese language, culture and identity
  21. Chapter 10. Speaking of identity? 203
  22. Chapter 11. Chinese language learning by adolescents and young adults in the Chinese diaspora 219
  23. Index 239
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Heruntergeladen am 18.12.2025 von https://www.degruyterbrill.com/document/doi/10.1075/aals.12.03cur/html
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