TRANSNATIONAL PARENT KNOWLEDGE IN HERITAGE LANGUAGE EDUCATION: A NARRATIVE INQUIRY WITH THREE CHINESE IMMIGRANT MOTHERS
Notice bibliographique
Résumé
In this dissertation, I explore the perspectives of transnational parents in bilingual education, particularly how they maintain connections to their home countries while adapting to the new country. Through my research, I investigate their strategies and practices for supporting heritage language development amidst transnational life complexities. The focus of my research is on how these parents navigate language decisions, bridge cultural divides, and weave multiple languages into their family dynamics, all while embracing their transnational identities.\nUsing narrative inquiry, I emphasize the interplay of personal, social, and material environments in shaping human experiences. This research approach goes beyond merely representing experiences; it involves engaging with them to forge new connections between individuals and their surroundings. I collaborated with three Chinese immigrant mothers in Saskatoon, Canada. Our interactions, including recorded conversations, shared observations, and family artifact analysis, revealed their ways of supporting their children's language learning. The collected field text of diverse moments and conversations across both English and Chinese languages, reflects the authentic language practices of these families.\nIn this dissertation, I present a compassionate inquiry into these mothers' journeys in heritage language education for their bi/multilingual children. Central to this exploration is "transnational parent knowledge," encompassing the mothers' deep insights and experiences. Through this research, I intertwine my personal narrative as an immigrant parent with the challenges of preserving Chinese heritage language in an English-dominated context, providing an empathetic lens to understand similar experiences of other immigrant mothers. Using this collective portrait, I illuminate the daily language practices of these families, showcasing how the mothers, living in transnational and translingual realities, nurture their children's bilingualism. I showcase their stories to highlight the dynamic facets of language teaching and learning within transnational families. The narratives, developed collaboratively, spotlight the mothers' strategies in maintaining heritage language, their resilience against raciolinguistic challenges, and their efforts against linguistic discrimination, emphasizing their pivotal role in fostering their children's bilingual identities and cultural connections.\nI extend the narrative to emphasize the significance of transnational parent knowledge in heritage language education. Challenging deficit narratives, I use this dissertation to advocate for an inclusive, strength-based approach to education that recognizes and celebrates the linguistic and cultural diversity of immigrant families. By foregrounding transnational parents' voices and experiences, I call for a reimagined heritage language education that fully integrates immigrant families' insights, enriching the educational experiences of bi/multilingual children.
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Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,005 | 0,005 |
| Méta-épidémiologie (sens strict) | 0,001 | 0,001 |
| Méta-épidémiologie (sens large) | 0,001 | 0,000 |
| Bibliométrie | 0,001 | 0,001 |
| Études des sciences et des technologies | 0,023 | 0,008 |
| Communication savante | 0,005 | 0,005 |
| Science ouverte | 0,002 | 0,007 |
| Intégrité de la recherche | 0,002 | 0,004 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,002 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».