The Voice of Parents, Students, and Teachers Regarding Chinese Heritage Schools in Southeast Texas
type: CreativeWork
description: 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: 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.
author: Liao, Li-Yuan
keywords: qualitative methodology, voices, heritage language, Chinese school
date published: 2012-09-26
date modified: 2026-07-27T21:19:04Z
provider: Texas Digital Library
publisher: Networked Digital Library of Theses and Dissertations
type: WebPage
source organization: Texas Digital Library

PropertyValue
property ID: Handle
value: http://hdl.handle.net/1969.1/ETD-TAMU-2011-08-10161

PropertyValue
property ID: Handle
value: http://hdl.handle.net/1969.1/150951