Search for Articles:
Title / Keyword
Author / Affiliation / Email
Journal
Article Type
 
 
Advanced Search
 
Section
Special Issue
Volume
Issue
Number
Page
 

Saved Queries

Sign in to use this feature.

Search Filter Reset All

Years

Between: -

Subjects

remove_circle_outline
remove_circle_outline
remove_circle_outline
Add Subjects Reset
Select Subjects

Journals

remove_circle_outline
remove_circle_outline
Add Journals Reset
Select Journals

Article Types

remove_circle_outline
Add Article Types Reset
Select Article Types

Countries / Regions

remove_circle_outline
remove_circle_outline
remove_circle_outline
Add Countries / Regions Reset
Select Countries / Regions
Update Search
share announcement

Search Results (3)

Search Parameters:
Keywords = Chinese young learners

Order results
Result details
Results per page
Show export options expand_more Show export options expand_less
Select all
Export citation of selected articles as:
22 pages, 1906 KiB  
Article
Sociolinguistic Competence in Chinese Heritage Language Speakers: Variation in Subject Personal Pronoun Expression
by Xinye Zhang
Languages 2025, 10(5), 106; https://doi.org/10.3390/languages10050106 - 8 May 2025
Viewed by 602
Abstract
Learning a language means both mastering the grammatical structures and using contextually appropriate language, or developing sociolinguistic competence, which has been examined by measuring the native-like patterns of sociolinguistic variables. This study investigates subject personal pronoun expression (SPE) variation in Mandarin by [...] Read more.
Learning a language means both mastering the grammatical structures and using contextually appropriate language, or developing sociolinguistic competence, which has been examined by measuring the native-like patterns of sociolinguistic variables. This study investigates subject personal pronoun expression (SPE) variation in Mandarin by young adult and child heritage language learners (or Chinese Heritage Language, CHL) and explores the development of sociolinguistic competence. With data collected from 15 young adults and 27 children, regression analyses show that internal linguistic constraints, psychophysiological constraints, and social constraints all significantly affect SPE variation in CHL. Overall, CHL children used fewer subject pronouns than young adults. The use of pronouns in both child language and young adult speech is constrained by similar factors. However, the difference in SPE patterns between the two groups was not statistically significant. This suggests that children may have already established some adult-like variation patterns, but these are not further developed until early adulthood. By exploring the development of sociolinguistic competence, this research contributes to the current understanding of how sociolinguistic variables are acquired and employed in heritage language at different developmental stages. Full article
(This article belongs to the Special Issue The Acquisition of L2 Sociolinguistic Competence)
►▼ Show Figures

Figure 1

19 pages, 1099 KiB  
Article
A Duoethnography of a Chinese Pre-Service Teacher’s Encounters with Young Learner Spelling Errors in the English Classroom
by Yimei Jing and Barry Lee Reynolds
Languages 2022, 7(4), 298; https://doi.org/10.3390/languages7040298 - 23 Nov 2022
Cited by 2 | Viewed by 2678
Abstract
A large body of research has indicated that young second language (L2) learners often have problems with spelling, such as letter omission and mis-ordering. To give due attention to this issue, a duoethnographic study was undertaken by two researchers from different language education [...] Read more.
A large body of research has indicated that young second language (L2) learners often have problems with spelling, such as letter omission and mis-ordering. To give due attention to this issue, a duoethnographic study was undertaken by two researchers from different language education backgrounds. The data were collected by way of 18 conversations (86,213-word transcription). These transcribed conversations were then reconstructed in order to accurately present the dialogue that took place between the two researchers. The conversations centered around four themes related to young Chinese learners’ English spelling issues, namely: the roles of a practicum mentor and supervisor; factors resulting in young learners’ spelling issues; the relationship between spelling and reading; implications for future teaching. The findings of this study suggest that future English teachers of young learners should implement morphological instruction, encourage students to read more, instruct students on how to make and use word cards, and explain how delayed copying should be used for spelling practice. This duoethnograpy also suggests that mentors, supervisors, and pre-service teachers should engage in duoethnographic research in order to better understand mentoring, supervision, and teaching issues, whilst also promoting professional development. Full article
21 pages, 1270 KiB  
Article
Micro Language Planning for Sustainable Early English Language Education: A Case Study on Chinese Educators’ Agency
by Luyao Liang, Hui Li and Alice Chik
Sustainability 2022, 14(21), 14212; https://doi.org/10.3390/su142114212 - 31 Oct 2022
Cited by 8 | Viewed by 4758
Abstract
In language education research, micro-level language policy and planning (LPP) primarily concerns local actors’ decision making on matters in relation to language(s) and its users. Despite a growing body of literature focusing on micro-level language planning in educational settings, there is a scarcity [...] Read more.
In language education research, micro-level language policy and planning (LPP) primarily concerns local actors’ decision making on matters in relation to language(s) and its users. Despite a growing body of literature focusing on micro-level language planning in educational settings, there is a scarcity of research examining early childhood education settings as the micro-level LPP context for young English language learners. By adopting a qualitative case study approach and drawing on an ecological approach to LPP, the present study examined the educators’ enactment of agency in micro-planning the English language education policy (LEP) in one Chinese kindergarten and the associated factors shaping their agency. Deploying a grounded theory analytical method, this study revealed that the sustainable implementation of the kindergarten English LEP depended on the principal, native English-speaking teachers, and the Chinese assistant teachers’ different degrees of agency. Additionally, the research findings indicated an array of contextual and individual factors nested in a hierarchical structure that facilitated, guided, and constrained the educators’ agency in a role-and circumstance-dependent manner. This study contributes to the pertinent literature by casting nuanced light on the different educators’ contributions to the micro-level LPP against a national policy that does not endorse early-year English language education. Full article
(This article belongs to the Special Issue Towards Sustainable Language Learning and Teaching)
►▼ Show Figures

Figure 1

Show export options expand_more Show export options expand_less
Select all
Export citation of selected articles as:
 
Displaying article 1-50 on page 1 of 1.
Back to TopTop