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Full-Text Articles in Education
Identities Development Of Adult Chinese Heritage Language Learners From Southeast Asian American Families, Feng Liang
Identities Development Of Adult Chinese Heritage Language Learners From Southeast Asian American Families, Feng Liang
Journal of Southeast Asian American Education and Advancement
Although linguistic and cultural varieties exist among Chinese Heritage Language Learners (CHLLs), little attention has been given to how adult CHLLs with non-Mandarin backgrounds attempt to negotiate their identities when they learned Chinese. Grounded in He’s (2008, 2016) theory of Chinese heritage language (CHL) development, this study explored the construction of identities of Chinese adults with non-Mandarin backgrounds in the process of Chinese heritage language learning. Three adult CHLLs in the United States participated in a multiple case study that lasted for six months. Data collection included interviews, journals, observations, and informal communications. Findings suggest that CHLLs of non-Mandarin backgrounds …
From Creative Writing To A Self’S Liberation: A Monologue Of A Struggling Writer, Ethan Trinh
From Creative Writing To A Self’S Liberation: A Monologue Of A Struggling Writer, Ethan Trinh
Journal of Southeast Asian American Education and Advancement
The pressure of being alone in a new country and of surviving in a competitive academia has scared me to death. I cannot find any better way to heal me other than writing. Writing helps me make sense of the worlds and come closer to my true self. This piece is journeying from my own struggles of a Vietnamese, queer, immigrant teacher to accept who I am as a writer. In addition, writing this piece helps me get closer to decademizing academic writing in higher education.
"Khmer Pride": Being And Becoming Khmer-American In An Urban Migrant Education Program, Theresa Ann Mcginnis
"Khmer Pride": Being And Becoming Khmer-American In An Urban Migrant Education Program, Theresa Ann Mcginnis
Journal of Southeast Asian American Education and Advancement
This article focuses on the ways an urban migrant education program becomes a space where middle school Khmer students can explore who they are as Khmer youth living in an urban American context. I discuss how the youth are able to take a transformative, interactional stance to the literacy and sign-making practices within the program. I argue that the Khmer youth's identities are reflected within these literacy and expressive practices. Further, I suggest the experiences of these Khmer middle school children of agricultural workers provide rich examples of how immigrant youth draw on a variety of cultural resources (from urban …