Taiwanese American Immigrant Experiences and Children's Mandarin Chinese Learning

• In Event: Sheraton Roundtable Session Thirteen
  In Roundtable Session: Exploring Multilingual Language Practices, Identities, and Ideologies (Table 16)

Abstract

This study investigated Taiwanese American families’ language learning experiences and perspectives about heritage language retention. I conduct a qualitative study to explore Taiwanese immigrant family stories as they relate to learning their heritage languages. Data collected from semi-structured interviews tell how parents’ lived experiences have shaped their perspectives and beliefs in their children’s heritage language learning and retention. Parents’ narratives also revealed the impact of the monolingual schooling system on immigrant families’ linguistic practices. This study sheds light on the unique experiences of the ethnically marginalized immigrant communities and their children, suggesting heritage language as a cultural capital that affirms cultural identity, and drawing the importance of multilingual education in school and after school settings.

Author

• Huiyu Lin, University of Washington
  Presenting Author