The Teaching of Chinese to Heritage Language Learners at the Post-Secondary Level

Abstract

This chapter presents an overview of the history, theories, research and practical issues in the area of teaching Chinese as a heritage language (TCHL) in the post-secondary setting in the United States. The theoretical aim of the chapter is to formulate interdisciplinary insights into TCHL, relating research from second language acquisition perspectives to identity research, curriculum development research, discourse analysis, and social constructionist views on language learning. The practical aim of the chapter is to provide teachers, program administrators and policy makers concrete pedagogical suggestions regarding TCHL.