Being Bilingual: Perspectives of Third Generation Asian Children on Language, Culture and Identity

By Jean Mills. 2001

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Culture and language learning: teaching, research and scholarship (2004, background): “There are recent studies which analyse problems of ‘identity loss’ as children learn languages (Downes, 2001; Jo, 2001) or ‘identity maintenance’ for children of minority groups learning their heritage language (Mills, 2001).”
Bilingualism in the family and child well-being: A scoping review (2020, methodology): “…utilitarian motives as a vessel to transmit cultural beliefs, values, traditions and emotions, a view that is supported, for example, by findings in Mills (2001), and by separate but related research on the interaction between multilingualism and emotions more broadly (e.g. Dewaele, 2013;…”
Biliteracy and trilingual practices in the home context: Case studies of Chinese-Canadian children (2006, background): “Similarly, many researchers (e.g. Hinton, 1999; Kondo, 1997; Luo and Wiseman, 2000; Mills, 2001; Oh, 2003) have found that parents who explicitly display positive attitudes toward heritage language have a strong influence on the children’s attitudes, language use and proficiency.”
Chinese International Students' Personal and Sociocultural Stressors in the United States (2013, methodology): “A semistructured interview was chosen as the method for collecting data because this tool is “flexible and likely to promote fruitful reflection by the participants” (Mill, 2001, p. 385).”