Co-Learning of Language and Culture in Chinese Heritage Language Schools in the UK
讲座内容：Co-Learning of Language and Culture in Chinese Heritage Language Schools in the UK
Li Wei （李嵬）is Director and Dean of the UCL Institute of Education, University College London, where he is also Professor of Applied Linguistics. He is a Fellow of the British Academy, Academia Europeae, Academy of Social Sciences, and the Royal Society of Arts.
The teaching of Chinese as a heritage language has emerged as an important issue for research, policy and practices in recent years. For a variety of reasons, a significant number of teachers of Chinese in community schools and classes for the local-born children of Chinese origin come from a cultural and educational background that is quite different from that of the learners. There seems to be a discrepancy in terms of cultural knowledge and approaches to learning. This talk uses examples of complementary schools in the UK for Chinese children to discuss the issue of co-learning of language and culture between the learners as well as the teachers. Implications for the cultural and language learning in teaching of Chinese as an international language class will be explored.
Zoom-Link to Register: Li Wei lecture on May 21st
Pride, Prejudice and Pragmatism: Family Language Policies in the UK
讲座内容：Pride, Prejudice and Pragmatism: Family Language Policies in the UK
Xiao Lan Curdt-Christiansen （张晓兰）is Professor in Applied Linguistics at the Department of Education, University of Bath, UK. She is Director of Centre for Research in Education in Asia and Cluster Leader in Language, Education and Practice Cluster.
In this study, I examine how mobility and on-going changes in sociocultural contexts impact on family language policy (FLP) in the UK. Using a questionnaire and interviews for data collection, this study involves 200 Chinese migrant families across the UK. The study provides a descriptive analysis of the different types of FLP existing in England and establishes the relationship between parental attitudes and the types of FLP in these families. With regard to the driving forces behind the different types of FLP, the paper examines how language status and parents’ socioeconomic status (SES) are directly related to their negative or positive attitudes towards developing the children’s Chinese language. In addition, we look into whether migration histories, parental impact beliefs and other factors such as socio-emotions lead to a richer or poorer heritage language environment at home. The findings indicate that different migration history, cultural heritage, social values, economic status, and linguistic loyalty have shaped family decisions about what languages to keep and what languages to let go.
Zoom-Link to Register: Zhang Xiaolan lecture on May 21st
‘British Chinese is still Chinese’: doing interculturality through language learning
讲座内容：‘British Chinese is still Chinese’: doing interculturality through language learning
Zhu Hua is Professor of Language Learning and Intercultural Communication at the Institute of Education, University College London (UCL). She is a Fellow of Academy of Social Sciences, UK and Chair of British Association for Applied Linguistics (BAAL). Her research draws from her experience of intercultural living and working in China and UK and centres on multilingual and intercultural communication and language development.
For heritage language learners, understanding cultural values of the heritage language and negotiating cultural identities and cultural differences are an important part of learning the languages. In this talk, I will reflect on the relationship between language learning and doing interculturality, drawing on examples from intergenerational conversations and classroom interactions. I argue that language learning creates an intercultural space where learners and the younger generations have opportunities of not only learning the social and cultural norms of the heritage language, but also playing an active role in constructing and developing their own social and cultural identities creatively and critically. Thus, this intercultural space calls for a co-learning pedagogy whereby teachers/parents and learners move towards a dynamic and participatory engagement in knowledge construction and identity development.
Zoom-Link to Register: Zhu Hua lecture on May 22nd
Zoom-Link to Register: Li Xuan lecture on May 22nd