TRANSNATIONAL PARENT KNOWLEDGE IN HERITAGE LANGUAGE EDUCATION: A NARRATIVE INQUIRY WITH THREE CHINESE IMMIGRANT MOTHERS
Bibliographic record
Abstract
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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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.005 | 0.005 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.023 | 0.008 |
| Scholarly communication | 0.005 | 0.005 |
| Open science | 0.002 | 0.007 |
| Research integrity | 0.002 | 0.004 |
| Insufficient payload (model declined to judge) | 0.002 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".