東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

"Connecting to my Roots": Filipino A...

Angeles, Bianca Cruz.

Linked to FindBook

Google Book

Amazon

博客來

"Connecting to my Roots": Filipino American Students' Language Experiences in the U.S. and in the Heritage Language Class.

Record Type:	Electronic resources : Monograph/item
Title/Author:	"Connecting to my Roots": Filipino American Students' Language Experiences in the U.S. and in the Heritage Language Class./
Author:	Angeles, Bianca Cruz.
Description:	89 p.
Notes:	Source: Masters Abstracts International, Volume: 55-02.
Contained By:	Masters Abstracts International55-02(E).
Subject:	Bilingual education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1600505
ISBN:	9781339094182

"Connecting to my Roots": Filipino American Students' Language Experiences in the U.S. and in the Heritage Language Class.
Angeles, Bianca Cruz.

"Connecting to my Roots": Filipino American Students' Language Experiences in the U.S. and in the Heritage Language Class. - 89 p.

Source: Masters Abstracts International, Volume: 55-02.

Thesis (M.A.)--University of California, Los Angeles, 2015.

Filipinos are one of the biggest minority populations in California, yet there are limited opportunities to learn the Filipino language in public schools. Further, schools are not able to nurture students' heritage languages because of increased emphasis on English-only proficiency. The availability of heritage language classes at the university level---while scarce---therefore becomes an important space for Filipino American students to (re)learn and (re)discover their language and identity. Using the lenses of language shift and language maintenance, this study aimed to explore Filipino American students' language experiences broadly in the U.S., and in the Filipino heritage language classroom. Through semi-structured interviews, I find that the family is their frame of reference for collective language experiences. While language shift occurred in families because of various societal pressures, they also described language maintenance practices that helped retain Filipino language learning in their families. At the university, the heritage language classroom was described as transformative space where students were able not only to (re)learn Filipino, but also find a curriculum that reflected their personal stories and allowed them to strengthen their ties to their families and to the Philippines.

ISBN: 9781339094182Subjects--Topical Terms:

2122778
Bilingual education.

"Connecting to my Roots": Filipino American Students' Language Experiences in the U.S. and in the Heritage Language Class.
LDR:02229nmm a2200277 4500 001 2115844
005 20170417071248.5
008 180830s2015 ||||||||||||||||| ||eng d
020 $a 9781339094182
035 $a (MiAaPQ)AAI1600505
035 $a AAI1600505
040 $a MiAaPQ $c MiAaPQ
100 1 $a Angeles, Bianca Cruz. $3 3277519
245 1 0 $a "Connecting to my Roots": Filipino American Students' Language Experiences in the U.S. and in the Heritage Language Class.
300 $a 89 p.
500 $a Source: Masters Abstracts International, Volume: 55-02.
500 $a Adviser: Robert T. Teranishi.
502 $a Thesis (M.A.)--University of California, Los Angeles, 2015.
520 $a Filipinos are one of the biggest minority populations in California, yet there are limited opportunities to learn the Filipino language in public schools. Further, schools are not able to nurture students' heritage languages because of increased emphasis on English-only proficiency. The availability of heritage language classes at the university level---while scarce---therefore becomes an important space for Filipino American students to (re)learn and (re)discover their language and identity. Using the lenses of language shift and language maintenance, this study aimed to explore Filipino American students' language experiences broadly in the U.S., and in the Filipino heritage language classroom. Through semi-structured interviews, I find that the family is their frame of reference for collective language experiences. While language shift occurred in families because of various societal pressures, they also described language maintenance practices that helped retain Filipino language learning in their families. At the university, the heritage language classroom was described as transformative space where students were able not only to (re)learn Filipino, but also find a curriculum that reflected their personal stories and allowed them to strengthen their ties to their families and to the Philippines.
590 $a School code: 0031.
650 4 $a Bilingual education. $3 2122778
650 4 $a Asian American studies. $3 2122841
690 $a 0282
690 $a 0343
710 2 $a University of California, Los Angeles. $b Education. $3 2101790
773 0 $t Masters Abstracts International $g 55-02(E).
790 $a 0031
791 $a M.A.
792 $a 2015
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1600505