Resisting and reversing language shift: Heritage-language resilience among U.S. native biliterates

By L. Tse. 2001

178 citations recorded by the source corpus.

Subfields: Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/34a6f86af319e9d07ba63a950720a7ae22ec3704

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Language and Linguistics

1. Yang Xiao
2. Guofang Li
3. K. Wong

In Literature and Literary Theory

1. Yang Xiao
2. Guofang Li
3. K. Wong

Citations in the corpus

• Diversity and Difference: Identity Issues of Chinese Heritage Language Learners from Dialect Backgrounds. (2010, background): “With different Chinese language and cultural backgrounds, dialect speakers may easily become a subset within the heritage language learners, encountering ―unrealistic expectations of teachers and peers, while finding their needs unmet‖ (Cho, Cho, & Tse, 1997; Kim, 2003; Tse, 2001).”
• Biliteracy and trilingual practices in the home context: Case studies of Chinese-Canadian children (2006, background): “In a heritage language community, students who receive formal instruction in weekend language schools and are involved in a variety of heritage cultural activities tend to develop more positive views of the language and are exposed to more varieties of literacy activities (Hinton, 1999; Oh, 2003; Ts”