An ethnographic study of teaching Chinese as a heritage language and foreign language in three educational contexts in the United Kingdom

摘要: This thesis documents an ethnographic study of teaching Mandarin in three educational contexts the United Kingdom. The first context is a complementary school where language taught as heritage language. second evening class which took place community centre Birmingham and learnt foreign third secondary London students are learning order to obtain GCSE. makes original contribution by bringing together, within same research agenda, different for Mandarin. Although not comparative study, this highlights how shapes very groups students. analytical chapters describe environments each sustain variety practices, beliefs values around shape identity pedagogy. organised following themes: culture intercultural understandings; multilingual identities; ecology; practices. Findings show political economic rise China imperative understanding local ecological classroom Evidence shows importance establishing ‘small cultures’ classrooms engage questioning understanding. socially imposed identities ethnicity along with affiliation investigated. negotiation highlighted across young people shown transforming presupposed teachers. researcher’s role also investigated regard. Finally use pedagogies described proficiency important element determining code-switching Several suggestions recommendations policies practices formulated at end argue pedagogic linguistic flexibility.