Deconstructing Cultural Values in Chinese-Heritage-Language Textbooks

• In Event: Deconstructing and Problematizing in the Education of Emergent Bilinguals

Abstract

This study aimed to investigate how cultural values were represented in Chinese heritage language textbooks used in community-based Chinese heritage language schools in the United States. Data sources included ten Chinese heritage language textbooks published and authorized by Taiwanese government. Data were analyzed through intertextual analysis. Findings suggested that the textbooks represent both traditional and contemporary cultural values and these values are aligned with Schwartz’s cultural value orientations.

Authors

• Tsung-han Weng, University of Kansas

• Kwangok Song, The University of Kansas