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Reference list: Studies of community languages schools 2001 – 2020

The studies focus on community languages schools rather than heritage/ community

languages in general. If you know of more, please email us so that we can include them sicleinfo@sydney.edu.au

Aberdeen, G. C. (2016). Understanding heritage language schools in Alberta. Unpublished doctoral dissertation. Edmonton, AB: University of Alberta.

Anderson, J. (2008) Pre- and In-service Professional Development of Teachers of Community/Heritage Languages in the UK: Insider Perspectives, Language and Education 22(4), pp. 283-297.

Aravossitas, T. (2014). Communities taking the lead: mapping heritage language education assets. In P. P. Trifonas & T. Aravossitas (Eds.), Rethinking Heritage Language Education (pp. 141-166). Cambridge: Cambridge University Press. Aravossitas,T.(2016).Thehiddenschools:MappingGreekheritagelanguageeducationin

Canada.Doctoraldissertation.UniversityofToronto.http://hdl.handle.net/1807/71722

Aravossitas, T. & Oikonomakou, M. (2018a) Professional Development of Heritage

Language Instructors: Profiles, Needs, and Course Evaluation, in P.P. Trifonas, S & T. Aravosisitas (Eds) (2018) Handbook of Research and Practice in Heritage Language Education (Cham: Springer International), pp. 263-284.

Aravossitas,T.,&Oikonomakou,M.(2018b).TeachingandlearningofGreekasaheritage

languageinCanada.InI.Katsillis(Ed.),Proceedingoftheinternationalconferenceoneducationalresearch“Confrontingcontemporaryeducationalchallengesthroughresearch”(pp.230–38).DepartmentofPrimaryEducationoftheUniversityofPatras,June30–July02,2017,Patras,Greece:https://uperc2017.events.upatras.gr

Aravossitas, T. & Oikonomakou, M. (2018c) new Directions for Greek Education in the

Diaspora: Teaching Heritage Language Learners in Canada, in E.Skourtou, V. Kourtis-Kazoullis, T. Aravossitas & P. Trifonis (Eds.). Language Diversity in Greece: Local Challenges with Intenrational Implications. Multilingual Education, vol. 36.Springer: Switzerland.

Archer, L. & Francis, B. (2007). Understanding minority ethnic achievement: race, gender,

class and ‘success’ London: Routledge. Archer, L. & Francis, B. (2006). Constructions of racism by British-Chinese pupils and

parents, ‘Race’, Ethnicity and Education, 8(4), 387–407. Archer, L., B. Francis, and A. Mau. (2010). The culture project: Diasporic negotiations of

ethnicity, identity and culture among teachers, pupils and parents in Chinese language schools. Oxford Review of Education 36:4, 407-426.

Archer, L., Francis, B. & Mau, A. (2009) ‘Boring and stressful’ or ‘ideal learning spaces’?

Pupils’ constructions of teaching and learning in Chinese supplementary schools, Research Papers in Education, 24(4),477–497.

Arthur, J. (2003) Baaro afkaaga Hooyo! A case of Somali literacy teaching in Liverpool.

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International Journal of Bilingual Education and bilingualism 6, /43, 253-266. Arthur, L. & Thorpe, A. (2018) Sustainability and leadership succession planning in

complementary schools, BELMAS conference presentation, July 2018.

Arvanitis, E. (2000). Greek Ethnic Schools in transition: Policy and Practice in Australia in the late 1990s. Ph.D Thesis, Melbourne, RMIT University.

Arvanitis, E. (2014). Rethinking intercultural learning spaces: The example of Greek Language Schooling in Australia, Educational Journal of the University of Patras UNESCO Chair 2014, 1(1), p. 60-68, ISSN: 2241-9152

Baldauf, R. B. (2005). Coordinating government and community support for community language teaching in Australia: Overview with special attention to New South Wales. International Journal of Bilingual Education & Bilingualism, 8(2), 132-144.*

Baldauf, R.B. et al (1997) The Community Languages Element. In Advancing Australia’s

Languages: Evaluation of the Commonwealth School Languages Program. DEEYA, Canberra..

Barradas, O. (2010). Linking community and mainstream schools: opportunities and

challenges for Portuguese language and culture classes. Lytra, V., & Martin, P. (Eds.) Sites of Multilingualism: Complementary schools in Britain today, Trentham Books: Stoke on Trent.

Barradas, O. (2014). Embroidering language: Multimodal learning and syncretism in a

European Portuguese complementary school, Language Issues: The ESOL Journal, 29, 2, 3-18.

Barradas, O. & Chen, Y. (2008). How Portuguese and Chinese community schools support

educational achievement, in C. Kenner and T. Hickey (Eds.) Multilingual Europe: Diversity and Learning. Stoke on Trent: Trentham Books

Beaudrie, S., Ducar, C. & Potowski, K. (2014). Heritage Language Teaching: Research and

Practice. Columbus, OH: McGraw-Hill Education. Bhatt, A., Bhojani, N., Creese, A., & Martin, P. (2004). NALDIC Occasional Paper 18:

Complementary and mainstream schooling: a case for reciprocity? NALDIC Publications Group.

Blackledge, A., & Angela, Creese, A. (2008). Contesting ‘Language’ as ‘Heritage’.

Negotiation of Identities in Late Modernity. Applied Linguistics 29/4: 533–554. Blackledge, A., Creese, A. (2009a). ‘Because tumi Bangali’: inventing and disinventing the

national in multilingual communities in UK. Ethnicities 9 (4), 451–476. Blackledge, A., & Creese, A. (2009b). Meaning-making as dialogic process: official and

carnival lives in the language classroom. Journal of Language, Identity, and Education 8 (4), 236–253.

Blackledge, A., & Creese, A., (2010a) Multilingualism: A critical perspective, London:

Continuum.

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Blackledge, A., & Creese, A. (2010b). Opening up flexible places: ideology and practice in complementary schools, in Lytra, V., & Martin, P. (Eds.) Sites of Multilingualism: Complementary schools in Britain today, Trentham Books: Stoke on Trent.

Blackledge, A. and A. Pavlenko. (2001). ‘Negotiation of identities in multilingual contexts,’

International Journal of Bilingualism 5/3: 243–59. Bonacina, F., & Garafanga, J. (2011). ‘Medium of instruction’ vs. ‘medium of classroom

interaction’: language choice in a French complementary school classroom in Scotland. International Journal of Bilingual Education and Bilingualism, 14,3, 319-334.

Borland, H. (2005). Heritage languages and community identity building: The case of a

language of lesser status, International Journal of Bilingual Education and Bilingualism, 2, 2.3, 109-123.

Borowczyk, M. (2020). Credentialing heritage: The role of community language schools in

implementing the Seal of Biliteracy, Foreign Language Annals, 53, 28-34. Bradunas, E. (1988). Introduction. In E. Bradunas & B. Topping (Eds.), Ethnic heritage and

language schools in America (pp. 13-27). Washington DC: Library of Congress. Brinton, D., Kagan, O., & Bauckus, S., (Eds.) (2008). Heritage Language Education: A New field

emerging. London: Routledge. Cardona, B., Noble, G. & di Biase, B. (2008). Community Languages Matter: Challenges

and opportunities facing the Community Languages Program in NSW, Penrith South: University of Western Sydney.

Charalambous, M. (2019). Negotiating and Constructing a Reflexive Multiliteracies

Pedagogy in a Greek Complementary School in London. Unpublished PhD Dissertation. Goldsmiths: University of London.

Chatzidaki, A., (2019). Greek schools in Germany as a “safe haven”; Teachers’ perspectives

on new migration and community language schools. In J. A. Panagiotopoulou, L. Rosen, C. Kirsch & A. Chatzidaki (Eds.), “New” Migration of Families from Greece to Europe and Canada: A “New” Challenge for Education? Wiesbaden: Springer VS.

Chan, L. (2016). Chinese reading development among young learners in a Chinese

Immersion Program and a Chinese Heritage Language School, Chinese Teaching in the World 2016-054 http://en.cnki.com.cn/Article_en/CJFDTOTAL-SJHY201604011.htm

Chao, T. H. (1997) Chinese Heritage Community Language Schools in the United States.

ERIC Digest. ED409744 . http://www.eric.ed.gov Chen, S. & Zhang, Y. (2014). Chinese Language Teaching in Australia. In X-L.Curdt-

Christiansen & A. Hancock (Eds.) Learning Chinese in Diasporic: Many Pathways to Being Chinese (pp.181-200). Amsterdam: John Benjamins.

Cheung, W.W. (2015). Conceptions of teaching and learning held by teachers of Mandarin

and Cantonese in complementary schools in Scotland, unpublished MPhil thesis. Chick, C.H. & Wright, W. Overcoming the obstacles: Vietnamese and Khmer heritage

Language Programs in California. In Kagan, O., Carreira, M., & Chik, C.H. (Eds.). The Routledge Book of Heritage Language Education: From Innovation to Program building. Routledge: London.

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Chinen, K. & Tucker, G.R. (2005). Heritage language development: Understanding the role

of ethnic identity and Saturday school participation, Heritage Language Journal, 3,1, 27-60.

Choudhury, R. (2013). Raising bilingual and bicultural Bangladeshi-American children in

New York City: Perspectives from educators and parents in a Bengali community program. In O. García, Z. Zakharia & B. Otcu (Eds.), Bilingual community education and multilingualism: Beyond heritage languages in a global city (pp. 60-73). Bristol: Multilingual Matters.

Chow, H. P. (2001). Learning the Chinese language in a multicultural milieu: Factors affecting Chinese-Canadian adolescents' ethnic language school experience. Alberta Journal of Educational Research, 47(4), 369-374.

Chow, H. 2004. Heritage language learning and ethnic identity maintenance: A case study of Chinese-Canadian adolescents. Regina, Canada: University of Regina.

Chun, A. (1996) Fuck Chineseness: on the ambiguities of ethnicity as culture as identity,

boundary 2, 23(2), 111–138. Chung, J. (2013). Hidden efforts, visible challenges: Promoting bilingualism in Korean-

America. Bilingual community education and multilingualism: Beyond heritage languages in a global city. O. García, Z. Zakharia and B. Otcu. Bristol: Multilingual Matters, 87-98.

Clyne, M. & Kipp, S. (eds.) (1999). Pluricentric Languages in an immigrant context: Spansh, Chinese, Arabic. Berlin: Mouton de Gruyter.

Clyne, M., Jenkins, C., Chen, I. Y., Tsokaldou, R., & Wallner, T. (1995). Developing second language from primary school: Models and outcomes. Deakin, ACT: National Languages and Literacy Institute of Australia.

Compton, C. J. (2001). Heritage language communities and schools: Challenges and recommendations. In J. K. Peyton, D. A. Ranard, & S. McGinnis (Eds.), Heritage languages in America: Preserving a national resource.(pp. 145–166). McHenry, IL: Delta Systems Company Inc.

Compton, C. J. (2001). Heritage language communities and schools: Challenges and

recommendations. In J. K. Peyton, D. A. Ranard, & S. McGinnis (Eds.), Heritage languages in America: Preserving a national resource (pp. 145-166). McHenry, IL: Center for Applied Linguistics and Delta Systems.

Conteh, J. (2010). Making links across complementary and mainstream classrooms for

primary children and their teachers, in Lytra, V., & Martin, P. (Eds.) Sites of Multilingualism: Complementary schools in Britain today, Trentham Books: Stoke on Trent.

Conteh, J. (2011). ‘Safe spaces?’ sites of bilingualism for young learners in home, school and community, International Journal of Bilingual Education and Bilingualism, 14,3, 347-3760.

Conteh, J., S. Riasat, & S. Begum. (2013). Children learning multilingually in home, community and school contexts in Britain. In M. Schwartz & A. Verschik (Eds.), Successful family language policy: Parents, children and educators in interaction (pp. 83-102). London: Springer.

Creese, A. (2007). Nationalism and language in complementary schools. Paper presented at

BERA Conference, Institute of Education, 5–8 September 2007, London, UK.

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Creese, A. (2009). Building on young people's linguistic and cultural continuity: Complementary schools in the United Kingdom. Theory into Practice, 48(4), 267-273.

Creese, A., Baraç, T., Bhatt, A., Blackledge, A., Hamid, S., et al. (2008).Investigating multilingualism in complementary schools in four communities: Final report. RES-000-23-1180. Birmingham: University of Birmingham.

Creese, A., A. Bhatt, & P. Martin. (2007). Investigating multilingualism in Gujarati complimentary school in Leicester. University of Birmingham.

Creese, A., Bhatt, A., Bhojani, N. and Martin, P. (2006). Multicultural, Heritage and Learner

Identities in Complementary Schools, Language and Education 20(1) 23-43. Creese, A., & Blackledge, A. (2010). Translanguaging in the Bilingual Classroom: A

pedagogy for learning and teaching? The Modern Language Journal, 94, 1103-115. Creese, A., & Martin, P. (2006). Interaction in complementary school contexts: Developing

identities of choice -- an introduction. Language & Education: An International Journal, 20(1), 1-4.

Creese, A., Baraç, T., Bhatt, A., Blackledge, A., Hamid, S., Li W., Lytra, V., Martin, P.,

Wu, C.,and Yağcıoğlu-Ali,. D., (2008): Investigating Multilingualism in Complementary Schools in Four Communities. Final Report. (RES-000- 23-1180). University of Birmingham

Creese, A., & Blackledge, A. (2011). Separate and flexible bilingualism in complementary

schools: Multiple language practices in interrelationship, Journal of Pragmatics, 43, 1196-1208.

Creese, A., & Wu, C. (2008). Classroom discourses in Chinese complementary schools. In:

Budach, Gabriele, Erfurt, Jürgen, Kunkel, Melanie (dir.), Ecoles plurilingues-multilingual schools: Konzepte, Institutionen und Akteure. Internationale Perspektiven. Peter Lang, Frankfurt M. et al., pp. 99–120.

Creese, A., Blackledge, A., and Hamid, S. (2007). Investigating Multilingualism in Bengali

Complementary Schools in Birmingham. University of Birmingham. Creese, A., Lytra, V., Barac ̧, T., Yağcloğlu-Ali, D, (2007). Investigating Multilingualism in

Turkish Complementary Schools in London. University of Birmingham. Creese, A., Wu, C, Li, Wei, (2007). Investigating Multilingualism in Chinese

Complementary Schools in Manchester. University of Birmingham. Cruickshank, K. (2015). Community languages schools: the importance of context in

understanding hybrid identities. In D. Djenar, A. Mahboob, K. Cruickshank (Eds.), Language and Identity Across Modes of Communication, (pp. 83-105). Berlin: Mouton de Gruyter.

Cruickshank, K. (2015). A framework for inclusion: Plurilingual teachers in day and

community schools. Australian Review of Applied Linguistics, 38(3), 155-171. Cruickshank, K. (2014). Exploring the -lingual between bi and mono: Young people and

their languages in an Australian context. In J. Conteh, G. Meier (Eds.), The Multilingual Turn in Languages Education: Opportunities and Challenges, (pp. 41-63). Bristol: Multilingual Matters.

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Cruickshank, K (2019). Community Languages School: Bucking the Trend? In P. Benson, A.

Chik and R. Moloney (eds.) The Multilingual City: Sydney Case Studies. London: Routledge.

Cruickshank,K.,Ellsmore,M.&Brownlee,P.(2018).TheSkillsinQuestion:Professional

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Csillik, E. & Golubeva, I. (Dealing With Language Gap in a Hungarian-English Early

Childhood Classroom. In E. Csillik & E. Golubeva (Eds.) International Approaches to Bridging the Language Gap. New York: IGI Global.

Curdt-Christiansen, X.L. (2006). Teaching and Learning Chinese: Heritage language

classroom discourse in Montreal, Language, Culture and Curriculum, 19(2), 189-207. Curdt-Christiansen, X.L. (2008). Reading the world through words: Cultural themes in

Chinese heritage language textbooks, Language and Education, 22(2), 189-207. Curdt-Christiansen, X.L. & Hancock, A. (Eds.), (2014). Learning Chinese in Diasporic

Communities: Many Pathways to Being Chinese. Amsterdam: John Benjamins.

Curdt-Christiansen, X. L., & Liu, J. (2017). Educating Multilingual Learners: The Voice of Heritage Language Teachers. Social Justice through Multilingual Education in Complementary Schools? Recent Studies on Teachers’ Perspectives from Europe and Canada. Paper presented at the ECER 2017 in Copenhagen, Denmark.

Doerr, N., Lee, K. (2016). Heritage Language Education without inheriting hegemonic

ideologies: Shifting perspective on ‘Korea’ in a weekend Japanese-language school in the United States, Diapora, Indigenous and minority Education, (10),2, 112-126.

Doerr, N. M., & Lee, K. (2009). Contesting Heritage: Language, Legitimacy, and Schooling

at a Weekend Japanese-Language School in the United States. Language and Education, 23(5), 425-441.

Doerr, N. M., & Lee, K. (2012). Drop-outs’ or ‘heritage learners’? Competing mentalities of

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Du, X. (2016). Rethink about heritage language learning: A case study of children’s

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Duff, P. A. (2008). Heritage language education in Canada. In D. M. Brinton, O. Kagan & S.

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Extra, G. & Yagmur, K. (2011). Urban multilingualism in Europe: Mapping linguistic diversity in multicultural cities, Journal of Pragmatics, 43(5), 1173-1184.

Faltzi, R. (2011). The Patterning of Language Alternation in a Greek Supplementary School.

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Faneca, R., Araujo, M., & Melo-Pfeiffer, S. (2016). Is there a place for heritage languages in the promotion of an intercultural and multilingual education in the Portuguese schools? Language and Intercultural Communication, DOI: 10.1080/14708477.2015.111375

Fishman, J. A. (2001). 300-plus years of heritage language education in the United States. In

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Francis, B. & Archer, L. (2005a). British-Chinese pupils’ and parents’ constructions of the

value of education, British Educational Research Journal, 31(1), 89–107. Francis, B. & Archer, L. (2005b). British-Chinese pupils’ constructions of gender and

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Chinese complementary school pupils’ perspectives on the purposes and benefits of complementary schools. British Educational Research Journal 25, no. 4: 519–53.

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Jorgenson, J.N. (2008). Polylingual languaging around and among children and adolescents, International Journal of Multilingualism, 5(3), 161-176.

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