Power, Identity and Second Language Learning

Introduction: Power, identity, and second language acquisition Part One: Hegemonic discourses in the societal contexts 1. 'Model minority' 2. 'Non-Chinese-speakers' Summary: Comparison and reflection Part Two: Language as symbolic capital and language-in-education policies 3. A maintenance bilingual education 4. A separate or submersion language education system Summary: Comparison and reflection Part Three: Teaching L2 Chinese: Teacher identity and teaching beliefs 5. Teachers as linguistic torchbearers and cultural transmitters 6. Putonghua vs. 'performative' aspects of Korean culture Summary: Comparison and reflection Part Four: Imagined identity and investment in L2 Chinese 7. Being 'bilingual Korean-Chinese' to measure up to 'model minority' 8. Being 'competent multilinguals' against 'NCS' stereotype Summary: Comparison and reflection Conclusion and implications for Chinese language education in the multicultural/multilingual context

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• Aquisição da linguagem
• Sociolinguística
• Bilinguismo e multilinguismo