{"id":{"repo_id":"tdl","oai_identifier":"oai:tdl-ir.tdl.org:1969.1/ETD-TAMU-2011-08-10161"},"canonical_url":"https://search.dev.ndltd.org/etd/tdl/oai:tdl-ir.tdl.org:1969.1/ETD-TAMU-2011-08-10161","repository":{"repo_id":"tdl","name":"Texas Digital Library","base_url":"https://tdl-ir.tdl.org/server/oai/request"},"display":{"title":"The Voice of Parents, Students, and Teachers Regarding Chinese Heritage Schools in Southeast Texas","abstract":"This qualitative study shared the voices of parents, students, and teachers and their perspectives on and experiences at community-based Chinese heritage schools (CHSs) in Southeast Texas. Their voices can be seen as critical inquiries that truly represent the phenomenon of after-school Chinese language education in the United States. With in-depth interviews and content analysis, this dissertation sought to provide greater understanding in: (a) creating a dialogue among the unique perspectives and voices of parents, students, and teachers; (b) documenting how teachers, first-generation parents, and second-generation students negotiate their own unique roles within the CHS system; (c) providing recommendations to school leaders, administrators, and teachers regarding particular methods of working with parents, to make students' heritage language (HL) learning more meaningful; and, (d) underscoring the contention that HL learning is a critical component of a functioning in pluralistic society.","abstract_html":"This qualitative study shared the voices of parents, students, and teachers and their perspectives on and experiences at community-based Chinese heritage schools (CHSs) in Southeast Texas. Their voices can be seen as critical inquiries that truly represent the phenomenon of after-school Chinese language education in the United States. With in-depth interviews and content analysis, this dissertation sought to provide greater understanding in: (a) creating a dialogue among the unique perspectives and voices of parents, students, and teachers; (b) documenting how teachers, first-generation parents, and second-generation students negotiate their own unique roles within the CHS system; (c) providing recommendations to school leaders, administrators, and teachers regarding particular methods of working with parents, to make students' heritage language (HL) learning more meaningful; and, (d) underscoring the contention that HL learning is a critical component of a functioning in pluralistic society.","abstract_has_math":false,"creators":["Liao, Li-Yuan"],"institution":null,"degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":["Hill-Jackson, Valerie","Larke, Patricia"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2012,"date_issued":"2012-09-26","date_published":"2012-09-26","updated_at":"2026-07-27T21:19:04Z","subjects":["qualitative methodology","voices","heritage language","Chinese school"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["http://hdl.handle.net/1969.1/150951"],"render_values":[{"text":"http://hdl.handle.net/1969.1/150951","href":"http://hdl.handle.net/1969.1/150951","code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/1969.1/ETD-TAMU-2011-08-10161","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Hill-Jackson, Valerie","Larke, Patricia"]},{"key":"dc:creator","label":"Author","values":["Liao, Li-Yuan"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2013-12-16T19:55:27Z","2017-04-07T20:05:10Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2013-12-16T19:55:27Z","2017-04-07T20:05:10Z"]},{"key":"dc:date.issued","label":"Date","values":["2012-09-26"]},{"key":"dc:type","label":"Dc Type","values":["Thesis"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["qualitative methodology","voices","heritage language","Chinese school"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["http://hdl.handle.net/1969.1/ETD-TAMU-2011-08-10161","http://hdl.handle.net/1969.1/150951"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This qualitative study shared the voices of parents, students, and teachers and their perspectives on and experiences at community-based Chinese heritage schools (CHSs) in Southeast Texas. Their voices can be seen as critical inquiries that truly represent the phenomenon of after-school Chinese language education in the United States. With in-depth interviews and content analysis, this dissertation sought to provide greater understanding in: (a) creating a dialogue among the unique perspectives and voices of parents, students, and teachers; (b) documenting how teachers, first-generation parents, and second-generation students negotiate their own unique roles within the CHS system; (c) providing recommendations to school leaders, administrators, and teachers regarding particular methods of working with parents, to make students' heritage language (HL) learning more meaningful; and, (d) underscoring the contention that HL learning is a critical component of a functioning in pluralistic society."]},{"key":"dc:title","label":"Title","values":["The Voice of Parents, Students, and Teachers Regarding Chinese Heritage Schools in Southeast Texas"]}]}],"canonical_facts":{"dc:contributor":["Hill-Jackson, Valerie","Larke, Patricia"],"dc:creator":["Liao, Li-Yuan"],"dc:date.accessioned":["2013-12-16T19:55:27Z","2017-04-07T20:05:10Z"],"dc:date.available":["2013-12-16T19:55:27Z","2017-04-07T20:05:10Z"],"dc:date.issued":["2012-09-26"],"dc:description.abstract":["This qualitative study shared the voices of parents, students, and teachers and their perspectives on and experiences at community-based Chinese heritage schools (CHSs) in Southeast Texas. 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With in-depth interviews and content analysis, this dissertation sought to provide greater understanding in: (a) creating a dialogue among the unique perspectives and voices of parents, students, and teachers; (b) documenting how teachers, first-generation parents, and second-generation students negotiate their own unique roles within the CHS system; (c) providing recommendations to school leaders, administrators, and teachers regarding particular methods of working with parents, to make students' heritage language (HL) learning more meaningful; and, (d) underscoring the contention that HL learning is a critical component of a functioning in pluralistic society."],"dc:identifier.uri":["http://hdl.handle.net/1969.1/ETD-TAMU-2011-08-10161","http://hdl.handle.net/1969.1/150951"],"dc:subject":["qualitative methodology","voices","heritage language","Chinese school"],"dc:title":["The Voice of Parents, Students, and Teachers Regarding Chinese Heritage Schools in Southeast Texas"],"dc:type":["Thesis"]},"updated_at":"2026-07-27T21:19:04Z"}