| This study investigates the role of Confucius Institutes (CIs) in Chinese Heritage Language-Community Language (HL-CL) schools by comparing stakeholders' views before and after the Confucius Institute was founded in a metropolitan area. Here by stakeholders, I refer to principals, teachers, and parents in Chinese HL-CL schools. This study also examines CI stakeholders' (including directors, staff, and Chinese teachers) views on how their project enhances Chinese HL education and supports local Chinese HL-CL schools. Surveys and interviews are mainly relied upon to examine the research questions.;In general, this study indicates declining Chinese language proficiency among second-generation Chinese children, who are of bilingualism, but show more confidence in their English than Chinese skills. Despite this phenomenon, parents still use tremendous efforts to preserve their children's HL, including sending them to Chinese HL-CL schools. The majority of stakeholders in Chinese schools believe that the schools succeed in fulfilling the roles of maintaining children's HL-CL, creating their sense of community, to name a few. Furthermore, this study demonstrates that the CI performs an important and encouraging role in local Chinese schools, especially in its partner school---Zhihui School. According to the stakeholders in the CI and Chinese schools, the CI organizes various activities to motivate the students to learn their HL and provides teacher training opportunities. The stakeholders in the CI promise that they will continue to support local Chinese schools and Chinese HL education since the biggest local Chinese-learning population is the Chinese heritage population.;This study sheds light on the traditional operation of Chinese HL-CL schools, depending in large part on the communities, and encourages school operators to consider external cooperation and support, such as possible collaboration with CIs, or even public schools and university Chinese programs. In addition, this study presents constructive suggestions for administrators, teachers, and parents in Chinese HL-CL schools. The results benefit administrators in the aspect of operating Chinese schools, help teachers improve their teaching, and encourage parents to cooperate closely with Chinese schools and teachers to better preserve their children's HL. |
