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Descriptors:
Accreditation (Institutions); Administrative Organization; Articulation (Education); Camping; Case Studies; Chinese; Curriculum Design; Educational Improvement; Elementary Secondary Education; Equivalency Tests; Extracurricular Activities; Heritage Education; Inservice Teacher Education; Native Language Instruction; Program Administration; Program Descriptions; Second Language Programs; Summer Programs; Testing

Abstract:
A collection of essays on Chinese heritage community language schools in the United States addresses these topics: the schools, their curricula, and organization (Theresa Hsu Chao); school administration and management (Chao, Lydia Chen, Edward Chang); academic curriculum (Pay-Fen Serena Wang); non-heritage Chinese learners: practices and implications (Ming Lee); extracurricular activities (Suray H. Lee, Chang-Yu Miao); Chinese language summer camps for students (Cathy E-Ling Chai); short-term professional development for teachers (Yu-Ming Peng); obtaining credit from local school districts (Rae Shae Chen); awarding credit through testing: the case of the San Francisco (California) Unified School District (Ju-Ching Liu); issues and recommendations for improving Chinese language schools (Shu-han Chou Wang); optimizing unique opportunities for learning (Martha Wang Gallagher); and forging a link: Chinese heritage community language schools and the formal education system (Xueying Wang). (MSE) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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