Chinese Heritage Language Maintenance: a Grandparents’ Perspective

Chinese Heritage Language Maintenance: a Grandparents’ Perspective

Chinese Heritage Language Maintenance: a Grandparents’ Perspective

Chinese Heritage Language Maintenance: a Grandparents’ Perspective s

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Référence bibliographique [1003]

Zhang, Junhui. 2009. «Chinese Heritage Language Maintenance: a Grandparents’ Perspective ». Mémoire de maîtrise, Montreal, Université McGill, Département d’études intégrées en sciences de l’éducation, .

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Fiche synthèse

1. Objectifs


Intentions :
« Adopting a qualitative research methodology, this study attempts to explore the role of Chinese grandparents in the Chinese development and maintenance of their preschool-aged grandchildren in Montreal, Canada. » (p. i)

Questions/Hypothèses:
« The major research questions are as follows:
1) What are the grandparents’ attitudes towards Chinese language maintenance as a heritage language?
2) How are grandparents involved in the language development and maintenance of preschool-aged grandchildren during their stays with their grandchildren?
3) What is the influence of the grandparents on immigrant grandchildren‘s acquisition of Chinese language and initial literacy skills? » (p. 26)

2. Méthode


Échantillon/Matériau :
L’échantillon comprend dix participants (six parents et quatre grands-parents) d’origine chinoise, provenant de sept familles différentes.

Instruments:
- questionnaire
- guide d’entretien semi-dirigé

Type de traitement des données :
Analyse de contenu

3. Résumé


« This study attempts to fill a research gap by investigating the influence of Chinese grandparents on the Chinese development and maintenance of their preschool-aged grandchildren during their stays in Montreal. Since it is a very common Chinese cultural tradition that grandparents take care of their grandchildren as primary caregivers both inside China and abroad, it can be assumed that Chinese grandparents have an influence on the Chinese development and maintenance of their grandchildren. However, due to the paucity of the research, factors such as what the grandparents’ attitude [sic] are toward Chinese maintenance, how they are involved in the Chinese development and maintenance of their grandchildren, and what their influence on the Chinese maintenance is, are not well understood. [...] Analysis of interviews with the Chinese grandparents and parents provided evidence that the Chinese grandparents played a significant role in the Chinese development and maintenance of their grandchildren. The grandparents helped their grandchildren acquire oral and initial literacy skills. The role of Chinese grandparents as educating agents was of great importance to their grandchildren‘s development and maintenance of Chinese as a heritage language. These research findings have important implications for Chinese maintenance as a heritage language by children from immigrant backgrounds. » (p. i-ii)