Ethnic language maintenance among Chinese immigrant children in the United States

By S. Luo, Richard Wiseman. 2000

154 citations recorded by the source corpus.

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Diversity and Difference: Identity Issues of Chinese Heritage Language Learners from Dialect Backgrounds. (2010, unknown): “Studies by D. Chao (1997), He (2006), Ke (1998), Luo & Wiseman (2000), McGinnis (1996, 2005), Shen (2003), Tse (1998, 2000, 2001), M. Wang (2003), S. Wang (1999, 2001), and Wu (2007), among many others, have joined special textbooks (Chou, Link, & Wang, 1997; Li, Liu, & Liu, 2004) and edited…”
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.”
Ethnic Identity Formation During Adolescence (2006, background): “Families socialize their children about their Chinese culture by attending cultural events, maintaining memberships in Chinese community organizations, teaching the native language, and exposure to extended family (Lu, 2001; Luo & Wiseman, 2000).”