| The purpose of this study is to understand and illustrate the efforts of two Chinese language schools in the U.S. when dealing with an increasing influx of Chinese-heritage non-Mandarin-speaking students in their classrooms. These efforts as a whole can be defined as language policy. This language policy includes three components: language management, language practices, and language beliefs. This study explored all three components and their interactions in two Chinese language schools. Also, this study focused on whether there were tensions in the language policy as a result of the presence of Chinese-heritage non-Mandarin-speaking students.;This study was a qualitative two-case case study of the language policies of two Chinese language schools in the U.S. Both school sites were in New York City. The participants at each school were three to four school administrators, one teacher, the class this teacher taught, two non-Mandarin-speaking students in this class, and the parents of these two non-Mandarin-speaking students. The data were collected through participant observation, interviews, and document collection. The findings showed that there were three major language policies that these two schools adapted to satisfy the needs of Chinese-heritage non-Mandarin-speaking students: (1) the establishment of either a segregated Mandarin-English bilingual class for non-Mandarin-speaking students only; or an integrated monolingual, Mandarin class composed of both non-Mandarin- and Mandarin-speaking students; (2) the use of English when teaching non-Mandarin-speaking students; and (3) the emphasis on Mandarin listening comprehension.;In conclusion, this study has shown that it is the linguistic heterogeneity experienced in the larger U.S. social context that gives the two schools the flexibility to adapt. Given their commitment to teaching Chinese, they recognize the children's bilingualism as a resource in teaching, and the importance of building a Chinese language surround where messages are understood. Developing receptive skills in Chinese language is an important step to building productive skills. And building Chinese through English is a logical step for all Chinese language schools in the United States. |
