Abstract
This study examines the reflexivity of immigrant children in forming their language attitudes (LAs). Considering the special cultural environment of the Chinese community in Australia, which refers to the community’s well-matched cultural powers with Australia, this research explored Chinese Australian children’s conflicting but reflexive LAs and language practices. By drawing on in-depth qualitative interviews and longitudinal participant observations conducted in multiple schools, this study classified Chinese Australian children into four types according to their perceptions and behaviors toward language learning and use and examined each age group’s characteristics. The study further analyzed the mutually influential relation between cultural environment, family, immigrant children, and their LAs. These findings shed light on immigrant children’s agency in forming and reconfiguring their LAs. This is an important addition to the existing knowledge about bilingual children’s language choices, language development, and language education.
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Notes
“Mandarin” is a commonly used term in Australia, referring to the standard Chinese language. Standard Chinese, which is based on the Beijing dialect, is China’s official national spoken language and serves as a lingua franca within the Chinese context (Chinese Academy of Social Sciences 2012).
In Victoria, each primary school requires languages other than English (LOTE) as a subject.
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I am indebted to Professor Gao Jia from University of Melbourne and Professor Pookong Kee from Peking University for their valuable comments. I am also grateful to all interviewees whose participation made this study possible.
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Yang, Y. Reflexive language attitudes and language practices among school-aged Chinese Australian immigrant bilinguals. Asia Pacific Educ. Rev. 22, 401–415 (2021). https://doi.org/10.1007/s12564-021-09678-w
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DOI: https://doi.org/10.1007/s12564-021-09678-w