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The Influence of Chinese Parents' Et...

Hsu, Ya Chen.

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The Influence of Chinese Parents' Ethnic Identity on Their Children's Chinese Heritage Language Maintenance.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The Influence of Chinese Parents' Ethnic Identity on Their Children's Chinese Heritage Language Maintenance./
Author:	Hsu, Ya Chen.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2018,
Description:	153 p.
Notes:	Source: Dissertations Abstracts International, Volume: 80-10, Section: A.
Contained By:	Dissertations Abstracts International80-10A.
Subject:	Bilingual education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=13810239
ISBN:	9781392043646

The Influence of Chinese Parents' Ethnic Identity on Their Children's Chinese Heritage Language Maintenance.
Hsu, Ya Chen.

The Influence of Chinese Parents' Ethnic Identity on Their Children's Chinese Heritage Language Maintenance. - Ann Arbor : ProQuest Dissertations & Theses, 2018 - 153 p.

Source: Dissertations Abstracts International, Volume: 80-10, Section: A.

Thesis (Ed.D.)--Texas A&M University - Kingsville, 2018.

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

Chinese population in the United States is increasing, as well as China's international scientific, economic and political influences. Therefore, learning the Chinese heritage language (CHL) has become more important for Chinese immigrant families. The purpose of this quantitative study is to explore the impact of Chinese parent's ethnic identity and attitudes on their children's CHL maintenance. The parents' ethnic identity would be the motivation for them to guide their children in childhood age to learn CHL. Parents can decide the family language policy (FLP). Parents with stronger Chinese ethnic identity may tend to choose Chinese as a home language, and children are exposed in the family environment with Chinese language daily, so consequently children's Chinese will be proficient. A quantitative cross-sectional survey approach was used in this study to observe and collect concurrent data to analyze the relationship among variables of parents' ethnic identity, FLP, parents' CHL proficiency and their children's CHL proficiency. This study utilized purposive sampling and surveyed from three Chinese schools, where two are located in Dallas and one in Houston, Texas, respectively. The participants of this study were the Chinese parents with children, ages between from 5 to 18 years old. An online survey (i.e., web-page questionnaire) was conducted (n=108) based on Phinney's (1992) MEIM-R and other additional questions are offered. All parents of students in the three Chinese schools received an email of the SurveyMonkey link to the online survey from principal. In the three Chinese schools, there are a total of 319 students, whose ages range from 5 to 18 years old. Both parents can respond to the survey separately, and it is voluntary. There was a total of 108 viable surveys completed by parents. The data was then downloaded from Survey Monkey to Microsoft Excel. Bivariate correlation was used to analyze the relationship between each set of variables. The statistical results show that parents' ethnic identity is positively correlated to children's CHL proficiency (r =.31), and also positively correlated to FLP (r =.33). Both correlations were of medium positive strength. FLP is medium correlated to children's CHL proficiency ( r =.31). Parents' CHL proficiency is medium correlated to children's CHL orality skills, but small correlated with children's CHL literacy skills. Children's CHL literacy skills are related with weekend/after-school Chinese schools. The findings of three research questions, limitations, contributions and directions for future research are all addressed in the study.

ISBN: 9781392043646Subjects--Topical Terms:

2122778
Bilingual education.

The Influence of Chinese Parents' Ethnic Identity on Their Children's Chinese Heritage Language Maintenance.
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500 $a Source: Dissertations Abstracts International, Volume: 80-10, Section: A.
500 $a Publisher info.: Dissertation/Thesis.
500 $a Guzman, Norma A.
502 $a Thesis (Ed.D.)--Texas A&M University - Kingsville, 2018.
506 $a This item must not be sold to any third party vendors.
520 $a Chinese population in the United States is increasing, as well as China's international scientific, economic and political influences. Therefore, learning the Chinese heritage language (CHL) has become more important for Chinese immigrant families. The purpose of this quantitative study is to explore the impact of Chinese parent's ethnic identity and attitudes on their children's CHL maintenance. The parents' ethnic identity would be the motivation for them to guide their children in childhood age to learn CHL. Parents can decide the family language policy (FLP). Parents with stronger Chinese ethnic identity may tend to choose Chinese as a home language, and children are exposed in the family environment with Chinese language daily, so consequently children's Chinese will be proficient. A quantitative cross-sectional survey approach was used in this study to observe and collect concurrent data to analyze the relationship among variables of parents' ethnic identity, FLP, parents' CHL proficiency and their children's CHL proficiency. This study utilized purposive sampling and surveyed from three Chinese schools, where two are located in Dallas and one in Houston, Texas, respectively. The participants of this study were the Chinese parents with children, ages between from 5 to 18 years old. An online survey (i.e., web-page questionnaire) was conducted (n=108) based on Phinney's (1992) MEIM-R and other additional questions are offered. All parents of students in the three Chinese schools received an email of the SurveyMonkey link to the online survey from principal. In the three Chinese schools, there are a total of 319 students, whose ages range from 5 to 18 years old. Both parents can respond to the survey separately, and it is voluntary. There was a total of 108 viable surveys completed by parents. The data was then downloaded from Survey Monkey to Microsoft Excel. Bivariate correlation was used to analyze the relationship between each set of variables. The statistical results show that parents' ethnic identity is positively correlated to children's CHL proficiency (r =.31), and also positively correlated to FLP (r =.33). Both correlations were of medium positive strength. FLP is medium correlated to children's CHL proficiency ( r =.31). Parents' CHL proficiency is medium correlated to children's CHL orality skills, but small correlated with children's CHL literacy skills. Children's CHL literacy skills are related with weekend/after-school Chinese schools. The findings of three research questions, limitations, contributions and directions for future research are all addressed in the study.
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