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Part of
Learning Chinese in Diasporic Communities: Many pathways to being Chinese
Edited by Xiao Lan Curdt-Christiansen and Andy Hancock
[AILA Applied Linguistics Series 12] 2014
► pp. 59–80

Chapter 3. Chinese complementary schools in Scotland and the Continua of Biliteracy

| University of Edinburgh

This chapter employs Hornberger’s Continua of Biliteracy as an analytical framework to critically engage with the Chinese complementary school phenomena in Scotland. It begins with an historical and up-to-date overview of the Chinese diaspora in Scotland. This is followed by a discussion of each of the Continua’s four spheres of influence in turn. In particular, attention is paid to how prevailing language policies shape children’s biliteracy experiences, including a shift towards learning Mandarin (Context); how texts are frequently used by teachers to guide children to an appreciation of Chinese cultural values (Content); how teachers sometimes deviate from traditional and ‘mundane’ practices in order to generate an interest in learning Chinese literacy (Media); and how children draw on their biliterate resources to support their Chinese learning (Development). Finally, the implications for Chinese complementary schools in Scotland are outlined.

Published online: 10 July 2014
DOI logo
https://doi.org/10.1075/aals.12.04han
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