Few studies exist on Cantonese-English dual language programs in
the U.S. In collaboration with the principal and
teachers, this study examines the relationships between
language identity, language attitudes, and language proficiency
with upper elementary school students attending a Cantonese Dual
Language Immersion Program.
Collaborators: Dr. Genevieve
Leung (USF)
Funding: Language Learning
Publications
Shuhua He, Lu Yang, Genevieve Leung, Qing Zhou, Rosina Tong &
Yuuko Uchikoshi (2021) Language proficiency and
competence: upper elementary students in a Dual-Language
Bilingual Education program, Journal of Multilingual and
Multicultural
Development, DOI: 10.1080/01434632.2021.1987443
Genevieve Leung, Serena Calcagno, Rosina Tong & Yuuko
Uchikoshi (2021) ‘I think my parents like me being
bilingual’: Cantonese–English DLBE upper elementary students
mediating parental ideologies about multilingualism, Journal
of Multilingual and Multicultural
Development, DOI: 10.1080/01434632.2021.1975721
Yang, L., Leung, R., Tong., R., Uchikoshi, Y.
(2018). Student attitudes and Cantonese proficiency in a
Cantonese dual-immersion school. Foreign Language
Annals. https://rdcu.be/4woX
Leung, G., Tong., R., Uchikoshi, Y. (2018). “Learning
Cantonese will help us”: Elementary school students’ perceptions
of dual language education. Bilingual Research Journal.