Cantonese Dual Language Immersion

Cantonese Dual Language Immersion     


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 


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.

Leung, G., Tong., R., Uchikoshi, Y. (2018).  “Learning Cantonese will help us”: Elementary school students’ perceptions of dual language education. Bilingual Research Journal.

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