000 03564nam a2200589 454500
001 228319
003 IT-RoAPU
005 20250106151049.0
006 m|||||o||d||||||||
007 cr || ||||||||
008 240625t20202020xxk fo d z eng d
020 _a9781788927222
_qprint
020 _a9781788927239
_qPDF
024 7 _a10.21832/9781788927239
_2doi
035 _a(DE-B1597)9781788927239
035 _a(DE-B1597)541850
035 _a(OCoLC)1120911048
040 _aDE-B1597
_beng
_cDE-B1597
_erda
072 7 _aLAN020000
_2bisacsh
082 0 4 _a495.180071
_223
084 _aonline - DeGruyter
100 1 _aGanassin, Sara
_eautore
245 1 0 _aLanguage, Culture and Identity in Two Chinese Community Schools :
_bMore than One Way of Being Chinese? /
_cSara Ganassin.
264 1 _aBristol ;
_aBlue Ridge Summit :
_bMultilingual Matters,
_c[2020]
264 4 _c©2020
300 _a1 online resource
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
_bPDF
_2rda
490 0 _aLanguages for Intercultural Communication and Education
505 0 0 _tFrontmatter --
_tContents --
_tFigures --
_tAcknowledgements --
_tPreface --
_t1 Introduction --
_t2 Constructing the Term ‘Chinese’ --
_t3 Research Design --
_t4 Chinese Community Schools: ‘Spaces for People to Come Together and Learn from Each Other’ --
_t5 One of Many Chinese Heritage Languages: ‘I Can’t Speak Mandarin but when I Speak Cantonese People Think that I am Local’ --
_t6 Teaching ‘Real’ Chinese Culture: The Fable of the Frog at the Bottom of the Well --
_t7 Fluidity and Complexity in Pupils’ Chinese Identities: ‘I am Happy to be Chinese’ --
_t8 Conclusions --
_tAppendices --
_tReferences --
_tIndex
506 0 _arestricted access
_uhttp://purl.org/coar/access_right/c_16ec
_fonline access with authorization
_2star
520 _aThis book investigates the social, political and educational role of community language education in migratory contexts. It draws on an ethnographic study that investigates the significance of Mandarin-Chinese community schooling in Britain as an intercultural space for those involved. To understand the interrelation of ‘language’, ‘culture’ and ‘identity’, the book adopts a ‘bricolage’ approach that brings together a range of theoretical perspectives. This book challenges homogenous and stereotypical constructions of Chinese language, culture and identity – such as the image of Chinese pupils as conformist and deferent learners – that are often repeated both in the media and in academic discussion.
538 _aMode of access: Internet via World Wide Web.
546 _aIn English.
588 0 _aDescription based on online resource; title from PDF title page (publisher's Web site, viewed 25. Jun 2024)
650 0 _aChinese language
_xStudy and teaching
_zGreat Britain.
650 0 _aChinese
_zGreat Britain
_xEthnic identity.
650 0 _aHeritage language speakers
_zGreat Britain.
650 7 _aLANGUAGE ARTS & DISCIPLINES / Study & Teaching.
_2bisacsh
653 _achinese language education.
653 _achinese migration.
653 _acommunity schooling.
653 _aheritage language.
653 _ainterculturality.
850 _aIT-RoAPU
856 4 0 _uhttps://doi.org/10.21832/9781788927239
856 4 0 _uhttps://www.degruyter.com/isbn/9781788927239
856 4 2 _3Cover
_uhttps://www.degruyter.com/document/cover/isbn/9781788927239/original
942 _cEB
999 _c228319
_d228319