教學大綱 Syllabus

前方無記號者為指定閱讀（圖書館電子書、電子期刊或由教師提供）

* 學生可選擇前方打星號者於下一週進行口頭報告

# 為補充教材

W 2: 漢語繼承語/傳承語教育(Chinese heritage language education)概論

蕭云(2019)。漢語在美國：民族語言的視角(劉婭琼譯，陶紅印校)。Global Chinese，5(2)，127–139。

Pu, C. (2020). Teaching Chinese as a heritage language. In C. Shei, M. E. M. Zikpi, & D. L. Chao (Eds.), The Routledge Handbook of Chinese Language Teaching (pp. 64–77). Routledge.

# Xiao, Y. (2014). Heritage language education in the United States: The Chinese case. In M. Bigelow & J. Ennser-Kananen (Eds.), The Routledge handbook of educational linguistics (pp. 370–382). Routledge.

# Jiang, Y., & Troyan, F. J. (2022). Varieties of Chinese as heritage languages: a research synthesis. International Journal of Bilingual Education and Bilingualism, 1–13.

#任弘(2019)。永續經營: 從幾個理論概念再思考華文教育。臺灣華語教學研究，(19)，47–60。

W 3: 漢語繼承語使用者語言特徵（以英語為強勢語言為例）、繼承語語言評估

He, A. W. (2015). Chinese as a heritage language. In W. Wang & C. Sun (Eds.), Oxford Handbook of Chinese Linguistics (pp. 578–589). Oxford University Press.

曾金金、鄭淑均 (2015)。海外華裔學習者華語口語樣本分析。在李向玉(主編)，澳門語言文化研究：「構建和諧的語言生活」學術研討會論文集 (pp.36–49)。澳門理工學院。

張潔（2019）。華裔漢語繼承語使用者語法及相關語言能力的習得發展。Global Chinese, 5(2), 207–222.

# Zhang, D., Lin, C. H., Zhang, Y., & Choi, Y. (2019). Pinyin or no pinyin: does access to word pronunciation matter in the assessment of Chinese learners’ vocabulary knowledge?. The Language Learning Journal, 47(3), 344–353.

W 4: 漢語繼承語教育：以北美大學為例

Luo, H., Li, Y., & Li, M. Y. (2019). Heritage language education in the United States: A national survey of college‐level Chinese language programs. Foreign Language Annals, 52(1), 101–120.

# Wiley, T. G. (2008). Chinese “dialect” speakers as heritage language learners: A case study. In D. M. Brinton, O. Kagan, & S. Bauckus (Eds). Heritage Language Education: A New Field Emerging (pp. 91–106). New York: Routledge

* Huang, K. (2017). A typological analysis of Chinese heritage language programs at universities in north America and Oceania. 台灣華語教學研究, (14), 3–28.

W 5-1: 漢語繼承語教育和中英雙語教育（華語、英語；粵語、英語）：以北美K-12為例

Pu, C. (2020). Teaching Chinese as a heritage language. In C. Shei, M. E. M. Zikpi, & D. L. Chao (Eds.), The Routledge Handbook of Chinese Language Teaching (pp. 64–77). Routledge. (p. 69–71的部分)

# Yang, L., Leung, G., Tong, R., & Uchikoshi, Y. (2018). Student attitudes and Cantonese proficiency in a Cantonese dual immersion school. Foreign language annals, 51(3), 596–616.

# Wong 黃浩文Kevin M, & Tian 田中锋Zhongfeng. (2022). Chinese-English dual language bilingual education in the United States 美国中英双语沉浸式教学. Journal of Multilingual and Multicultural Development, 43(6), 477–486.

# Sun, W., Xu, N., & Valdez, V. E. (2023). Not for us: Chinese immigrant parents’ perspectives on Mandarin Chinese dual language bilingual education programs. Critical Inquiry in Language Studies, 1–21.

W 5-2: 北美K-12中英雙語教育華裔教師

Y.-C. Hu (2023). Bilingual-maintenance, bicultural-identity, and information-literacy development in the pandemic era --- Case study of second-generation Chinese-American teachers in California. 華語文教學研究, 20(2), 113–159.

W 6: 華僑社區學校：總論、教材

Pu, C. (2020). Teaching Chinese as a heritage language. In C. Shei, M. E. M. Zikpi, & D. L. Chao (Eds.), The Routledge Handbook of Chinese Language Teaching (pp. 64–77). Routledge. (p. 66–69的部分)

Lü, C. (2014). Chinese heritage language schools in the United States. In X. L. Curdt-Christiansen & A. Hancock (Eds.), Learning Chinese in diasporic communities: Many pathways to being Chinese (pp. 81–96). John Benjamins Publishing Company.

Sun, W., & Kwon, J. (2020). Representation of monoculturalism in Chinese and Korean heritage language textbooks for immigrant children. Language, Culture and Curriculum, 33(4), 402–416.

* 黃立詩、葉俊杰、何富騰、唐根基、郭英華(2023)。馬來西亞華文獨立高中華文課程與中國高中語文課程之對比研究。Global Chinese，9(2)，301–320。

* Lee, Y. C. (2020). A critical discourse analysis of Chinese heritage language textbooks. Chung Yuan Journal of Teaching Chinese as a Second Language (中原華語文學報), (20), 77–106.

W 7: 華僑社區學校：教師、學生、家長觀點

Wu, H. P., Palmer, D. K., & Field, S. L. (2011). Understanding teachers' professional identity and beliefs in the Chinese heritage language school in the USA. Language, Culture and Curriculum, 24(1), 47–60.

Francis, B., Archer, L., & Mau, A. (2009). Language as capital, or language as identity? Chinese complementary school pupils' perspectives on the purposes and benefits of complementary schools. British Educational Research Journal, 35(4), 519–538.

# Liao, L. Y., & Larke, P. J. (2008). The voices of thirteen Chinese and Taiwanese parents sharing views about their children attending Chinese heritage schools. US-China Education Review, 5(12), 1–8.

W 8: 華裔子弟學華語動機、文化、族群認同

王建勤（2013）。華裔學習者跨文化族群認同及其傳承語習得研究。臺灣華語教學研究，7(2)，37–53。

# Wong, K. F., & Xiao, Y. (2010). Diversity and difference: Identity issues of Chinese heritage language learners from dialect backgrounds. Heritage Language Journal, 7(2), 314–348.

# Xie, Y. (2014). L2 self of beginning‐level heritage and nonheritage postsecondary learners of Chinese. Foreign Language Annals, 47(1), 189–203.

# 陳嘉惠(2023)。移民葡萄牙之華裔第二代與 1.5 代之身分認同調查分析。華文世界，(131)，111–133。

* 吳英成、馮耀華（2017）。落地生根的胡姬花: 新加坡華裔語言形態與身份認同解讀。臺灣華語教學研究，(14)，29-41。

* Shin, S. J. (2010). “What about me? I'm not like Chinese but I'm not like American”: Heritage-language learning and identity of mixed-heritage adults. Journal of Language, Identity, and Education, 9(3), 203–219.

* Wen, X. (2011). Chinese language learning motivation: A comparative study of heritage and non-heritage learners. Heritage Language Journal, 8(3), 41-66.

* Tam, H. W. Y. (2019). 印尼華裔中學生繼承語學習動機及其影響因素. Chinese as a Second Language (漢語教學研究—美國中文教師學會學報), 54(2), 145–182.

W 10-1: 華裔家庭語言使用

Li, Y. H. A., & Matthews, S. (2022). Turning the tide: Reversing heritage language attrition and shift in a Chinese American family. Journal of Chinese Linguistics, 50(2), 291–322.

* Hu, B. (2019). A Chinese Australian family’s language use and attitudes. Asia-Pacific Language Variation, 5(1), 50-66.

W 10-2: 華裔子弟繼承語焦慮

# Luo, H. (2015). Chinese language learning anxiety: A study of heritage learners. Heritage Language Journal, 12(1), 22–47.

W 10-3: 華僑子弟赴父母/祖輩母國狀況

# Du, H. (2018). The complexity of study abroad: Stories from ethnic minority American students in China. Annual Review of Applied Linguistics, 38, 122–139.

W11: 華裔學習者語音發展

Chen, C.-Y. & Shih, C. (2021). The acquisition of Mandarin by heritage speakers and second language learners: The case of tone sandhi perception. Journal of Chinese Language Teaching (華語文教學研究), 18(4), 29–66.

# Chang, C. B., & Yao, Y. (2016). Toward an understanding of heritage prosody: Acoustic and perceptual properties of tone produced by heritage, native, and second language speakers of Mandarin. Heritage Language Journal, 13(2), 134–160.

* Tsukada, K., Xu, H. L., & Rattanasone, N. X. (2015). The perception of Mandarin lexical tones by listeners from different linguistic backgrounds. Chinese as a second language research, 4(2), 141–161.

W12: 華裔學習者語法發展

Jia, R., & Paradis, J. (2020). The acquisition of relative clauses by Mandarin heritage language children. Linguistic Approaches to Bilingualism, 10(2), 153–183.

* Kan, R. T. (2019). Production of Cantonese classifiers in young heritage speakers and majority language speakers. International Journal of Bilingualism, 23(6), 1531–1548.

*王彩云(2022)。马来西亚华语传承语的保守性—以虚词为例。Global Chinese, 8(1), 89–106.

W13: 華裔學習者語用發展

Wen, X. (2018). Requests in Chinese by heritage and foreign language learners. In X. Wen & X. Jiang (Eds). Studies on Learning and Teaching Chinese as a Second Language (pp. 38–63). Routledge.  

*陳梅影(2016)。臺灣學生與馬來西亞僑生於請求與拒絕行為之道歉語分析。臺灣華語教學研究，(12)，27–42。