Book contents
- Language, Culture, and Education
- Language, Culture, and Education
- Copyright page
- Dedication
- Contents
- Figures
- Tables
- Contributors
- Expanding Language and Ability Difference: A Foreword
- Acknowledgments
- Introduction to the Immigrant Experience
- Part I Immigration, Bilingual Education, Policy, and Educational Planning
- Part II Bilingualism, Literacy Ecologies, and Parental Engagement among Immigrant Families
- 4 Raising Children Bilingually: What Parents and Educators Should Know about Bilingualism in Children
- 5 Language Acquisition in Emergent Bilingual Triplets
- 6 Multilingualism in Chinese Families and Raising Their Children Bilingually: Fujianese Immigrants
- 7 Bilingualism in Korean-American Children and Maternal Perceptions of Education
- 8 Transgenerational Bilingual Reading Practices: A Case Study of an Undocumented Mixteco Family
- 9 Parent Education in Latino Families of Children with Language Impairment
- Part III Cultural Perceptions about Disability, the Home Language, and Healthcare Alternatives among Immigrants
- Epilogue
- References
- Index
6 - Multilingualism in Chinese Families and Raising Their Children Bilingually: Fujianese Immigrants
from Part II - Bilingualism, Literacy Ecologies, and Parental Engagement among Immigrant Families
Published online by Cambridge University Press: 11 March 2019
Book contents
- Language, Culture, and Education
- Language, Culture, and Education
- Copyright page
- Dedication
- Contents
- Figures
- Tables
- Contributors
- Expanding Language and Ability Difference: A Foreword
- Acknowledgments
- Introduction to the Immigrant Experience
- Part I Immigration, Bilingual Education, Policy, and Educational Planning
- Part II Bilingualism, Literacy Ecologies, and Parental Engagement among Immigrant Families
- 4 Raising Children Bilingually: What Parents and Educators Should Know about Bilingualism in Children
- 5 Language Acquisition in Emergent Bilingual Triplets
- 6 Multilingualism in Chinese Families and Raising Their Children Bilingually: Fujianese Immigrants
- 7 Bilingualism in Korean-American Children and Maternal Perceptions of Education
- 8 Transgenerational Bilingual Reading Practices: A Case Study of an Undocumented Mixteco Family
- 9 Parent Education in Latino Families of Children with Language Impairment
- Part III Cultural Perceptions about Disability, the Home Language, and Healthcare Alternatives among Immigrants
- Epilogue
- References
- Index
Summary
This chapter centers on multilingual Chinese families, their decisions about language for their children, and their transnational practices in raising their children. The focus is on the Fujianese, a growing immigrant group in the US since 1990. The Fujianese speak Fuzhou, which is mutually unintelligible with Mandarin or Cantonese. Fuzhou is spoken every day, but Mandarin is the language of schools in China. Therefore, most immigrant Fujianese in the US are multilingual (Fuzhou, Mandarin, English). Parents tend to favor Mandarin as the heritage language. The authors share results from a survey of multilingual homes and the children's language(s). In addition, the authors present the case of SC, a child who was sent to be raised in China at the age of 2 months and returned to live with his parents in the US when he was 5. This chapter reveals the unexpected language, academic, and social adjustment difficulties SC encountered, and the little guidance and bilingual academic support his parents found through the schools.
- Type
- Chapter
- Information
- Language, Culture, and EducationChallenges of Diversity in the United States, pp. 106 - 123Publisher: Cambridge University PressPrint publication year: 2019