東華大學圖書館 |

An Exploratory Study of Mainland Chinese Parents' Ideology about Bilingualism and Bilingual Education.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	An Exploratory Study of Mainland Chinese Parents' Ideology about Bilingualism and Bilingual Education./
作者:	Huang, Yanghua.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
面頁冊數:	118 p.
附註:	Source: Masters Abstracts International, Volume: 82-10.
Contained By:	Masters Abstracts International82-10.
標題:	Language. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28384066
ISBN:	9798708714824

An Exploratory Study of Mainland Chinese Parents' Ideology about Bilingualism and Bilingual Education.
Huang, Yanghua.

An Exploratory Study of Mainland Chinese Parents' Ideology about Bilingualism and Bilingual Education. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 118 p.

Source: Masters Abstracts International, Volume: 82-10.

Thesis (M.A.)--McGill University (Canada), 2020.

This item must not be sold to any third party vendors.

As bilingualism has become a prevalent phenomenon throughout the world, children's bilingual development has received increasing attention from parents, educators, and researchers. Despite a dramatic growth in the number of bilingual programs and schools in China, few have touched upon mainland Chinese parents' expectation and ideology about bilingual education and bilingualism. Inspired by Family Language Policy (FLP; King & Fogle, 2013), this study intended to investigate Chinese parents' ideology about bilingualism and expectations towards bilingual education and to explore language plan and management of parents who had made the decision to have their children attending a bilingual school. Given the diverse dialect usage in China, additional considerations on bidialectalism are examined. The three research questions are: 1) For parents who sent their children to bilingual schools, what are their ideologies about bilingualism and bidialectalism? 2) What are these parents' expectations about bilingual education? 3) How do these parents plan and manage language at home given their children are receiving bilingual education at school? Two hundred and sixty-five parents recruited from a local Mandarin-English bilingual school in Shanghai, China reported demographic and language information about themselves and their children. Exploratory factor analysis and multiple correspondence analysis were performed to address the research questions. Results shown that parents generally held positive attitudes toward bilingualism and being bidialectal. They predominantly considered developing an international identity, becoming biliterate and bilingual, and developing a flexible mind for learning as three most important goals for bilingual education and believed that teachers should use different instructional language at different classes in order to achieve these goals. Lastly, parents with different bilingual education goals varied in their language planning at home. The study provides empirical evidence in support of FLP, in that parental ideology and children's bilingual development are related. It also contributes to an additional insight into mainland Chinese parental ideology about bilingualism and dialect and expectation towards bilingual education. The findings are expected to encourage educational practitioners and policy makers to reevaluate the efficiency of current bilingual education programs on childhood bilingualism and, and to seek improvement in collaboration with parents.

ISBN: 9798708714824Subjects--Topical Terms:

643551
Language.
Subjects--Index Terms:

Mainland China

An Exploratory Study of Mainland Chinese Parents' Ideology about Bilingualism and Bilingual Education.
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300 $a 118 p.
500 $a Source: Masters Abstracts International, Volume: 82-10.
500 $a Advisor: Luk, Gigi.
502 $a Thesis (M.A.)--McGill University (Canada), 2020.
506 $a This item must not be sold to any third party vendors.
520 $a As bilingualism has become a prevalent phenomenon throughout the world, children's bilingual development has received increasing attention from parents, educators, and researchers. Despite a dramatic growth in the number of bilingual programs and schools in China, few have touched upon mainland Chinese parents' expectation and ideology about bilingual education and bilingualism. Inspired by Family Language Policy (FLP; King & Fogle, 2013), this study intended to investigate Chinese parents' ideology about bilingualism and expectations towards bilingual education and to explore language plan and management of parents who had made the decision to have their children attending a bilingual school. Given the diverse dialect usage in China, additional considerations on bidialectalism are examined. The three research questions are: 1) For parents who sent their children to bilingual schools, what are their ideologies about bilingualism and bidialectalism? 2) What are these parents' expectations about bilingual education? 3) How do these parents plan and manage language at home given their children are receiving bilingual education at school? Two hundred and sixty-five parents recruited from a local Mandarin-English bilingual school in Shanghai, China reported demographic and language information about themselves and their children. Exploratory factor analysis and multiple correspondence analysis were performed to address the research questions. Results shown that parents generally held positive attitudes toward bilingualism and being bidialectal. They predominantly considered developing an international identity, becoming biliterate and bilingual, and developing a flexible mind for learning as three most important goals for bilingual education and believed that teachers should use different instructional language at different classes in order to achieve these goals. Lastly, parents with different bilingual education goals varied in their language planning at home. The study provides empirical evidence in support of FLP, in that parental ideology and children's bilingual development are related. It also contributes to an additional insight into mainland Chinese parental ideology about bilingualism and dialect and expectation towards bilingual education. The findings are expected to encourage educational practitioners and policy makers to reevaluate the efficiency of current bilingual education programs on childhood bilingualism and, and to seek improvement in collaboration with parents.
520 $a Il est evident que le bilinguisme est maintenant un phenomene repandu dans le monde entier, ainsi le developpement du bilinguisme chez les enfants a recu une attention croissante de la part des parents, des educateurs et des chercheurs. Malgre la croissance spectaculaire du nombre de programmes et d'ecoles bilingues en Chine, peu dont examine les attentes et l'ideologie des parents chinois au sujet de l'education bilingue et du bilinguisme. Inspire par Family Language Policy (FLP; King & Fogle, 2013), cette etude visait a examiner les ideologies des parents chinois en rapport au bilinguisme et des attentes a l'egard de l'education bilingue, ainsi qu'a explorer le plan linguistique et la gestion des parents qui ont pris la decision de faire frequenter une ecole bilingue a leurs enfants. Compte tenu de la diversite de l'utilisation du dialecte en Chine, des considerations supplementaires sur le bidialectalisme sont prises en compte. Les trois questions de recherche sont les suivantes : 1) Quelles sont les ideologies en matiere de bilinguisme et de bidialectalisme pour les parents qui ont envoye leurs enfants dans des ecoles bilingues? 2) Quelles sont les attentes de ces parents par rapport a l'education bilingue? 3) Comment ces parents planifient-ils et gerent-ils la langue a la maison etant donne que leurs enfants recoivent une education bilingue a l'ecole?Deux cent soixante-cinq parents recrutés dans une école bilingue (mandarin et anglais) de Shanghai, en Chine, ont fourni des renseignements démographiques et linguistiques sur euxmemes et leurs enfants. Une analyse factorielle exploratoire des facteurs et une analyse des correspondances multiples ont été effectuées pour répondre aux questions de recherche. Les résultats ont démontré que les parents avaient généralement une attitude positive a l'égard du bilinguisme et du caractere bidialectal. Les trois objectifs les plus importants pour l'éducation bilingue étaient de développer une identité internationale, de devenir responsable et bilingue, et le développement d'un esprit souple pour l'apprentissage. De plus, ils croyaient en le fait que les enseignants devraient utiliser une langue d'enseignement différente dans différentes classes afin d'atteindre ces objectifs. Pour finir, la planification linguistique a la maison des parents ayant des objectifs différents en matiere d'éducation bilingue variait. L'étude fournit des preuves empiriques a l'appui du FLP, dans la mesure ou l'idéologie parentale et le développement bilingue des enfants sont liés. Il contribue également a mieux comprendre l'idéologie parentale de la Chine continentale au sujet du bilinguisme, du dialecte et des attentes en matiere d'éducation bilingue. Les résultats devraient encourager les membres du systeme scolaire et les autorités a réévaluer l'efficacité des programmes d'éducation bilingues sur le bilinguisme chez les enfants actuellement mis en place et a améliorer la collaboration avec les parents.
590 $a School code: 0781.
650 4 $a Language. $3 643551
650 4 $a Bilingual education. $3 2122778
650 4 $a Ideology. $3 521772
650 4 $a Bilingualism. $3 730672
653 $a Mainland China
653 $a Parents
653 $a Bilingual education
653 $a Bilingualism
653 $a Family language policy
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710 2 $a McGill University (Canada). $3 1018122
773 0 $t Masters Abstracts International $g 82-10.
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