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The Development and Improvement of Instructions THE VOICES OF PARENTS, STUDENTS, AND TEACHERS REGARDING CHINESE HERITAGE SCHOOLS IN SOUTHEAST TEXAS A Dissertation by LI-YUAN LIAO Submitted to the Office of Graduate Studies of Texas A&M University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY August 2011 Major Subject: Curriculum & Instruction The Voices of Parents, Students, and Teachers Regarding Chinese Heritage Schools in Southeast Texas Copyright 2011 Li-Yuan Liao THE VOICES OF PARENTS, STUDENTS, AND TEACHERS REGARDING CHINESE HERITAGE SCHOOLS IN SOUTHEAST TEXAS A Dissertation by LI-YUAN LIAO Submitted to the Office of Graduate Studies of Texas A&M University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Approved by: Co-Chairs of Committee, Patricia J. Larke Valerie Hill-Jackson Committee Members, Yvonna S. Lincoln Jeffrey Liew Head of Department, Dennie L. Smith August 2011 Major Subject: Curriculum & Instruction iii ABSTRACT The Voice of Parents, Students, and Teachers Regarding Chinese Heritage Schools in Southeast Texas. (August 2011) Li-Yuan Liao, B.A., Providence University, Taiwan; M.A., Oklahoma City University Co-Chairs of Advisory Committee: Dr. Patricia J. Larke Dr. Valerie Hill-Jackson This qualitative study shared the voices of parents, students, and teachers and their perspectives on and experiences at community-based Chinese heritage schools (CHSs) in Southeast Texas. Their voices can be seen as critical inquiries that truly represent the phenomenon of after-school Chinese language education in the United States. With in-depth interviews and content analysis, this dissertation sought to provide greater understanding in: (a) creating a dialogue among the unique perspectives and voices of parents, students, and teachers; (b) documenting how teachers, first-generation parents, and second-generation students negotiate their own unique roles within the CHS system; (c) providing recommendations to school leaders, administrators, and teachers regarding particular methods of working with parents, to make students‟ heritage language (HL) learning more meaningful; and, (d) underscoring the contention that HL learning is a critical component of a functioning in pluralistic society. iv DEDICATION I have competed well; I have finished the race; I have kept the faith. — 2 Timothy 4:7 To my devoted parents John Huan-Ping Liao and Ling-Ling Chen My father and my mother made all of this possible, through their endless love, encouragement, inspiration, support, and resourcefulness. My dissertation honors their generosity, hard work, and endless faith in me. v ACKNOWLEDGEMENTS People see your glory, but they don’t know your story. — Anonymous I‟d like to take this opportunity to thank my committee, whose intellectual light has shined so brightly over the last five years, leading me to this moment in my life: My Co-Chair, Dr. Larke, has been my academic mother, standing close by my side throughout this process. I found great joy in participating in her courses, in attending several conferences together, as well as working on two publications. Dr. Larke is a professor who truly embraces diversity, taking pride in planting this intellectual seed among her students. She is also a professor who acts from a philosophy of “students first.” At one conference, she drove three hours just to support her students when they gave their presentations. I was so touched that day, when I saw my academic mother sitting among the other scholars in the audiences, with her encouraging smile looking at me. After my presentation and before she drove the three long hours home, she talked to me, firmly reminding me to “support students like me in the future.” My other Co-Chair, Dr. Hill-Jackson, has been my mentor for many years, always close by my side. Back in 2005, I was anxiously waiting for the doctoral program admission process to be completed. I received Dr. Hill-Jackson‟s interview phone call, and even though we had not yet met each other, she seemed to take pleasure in discussing what I had already accomplished, much like an old friend. She has great insight into her students‟ future potential, and works diligently to help them achieve their vi goals. Dr. Hill-Jackson is not simply brilliant, but astonishingly industrious and full of inspiring passion. She was always quick to share her books, journal articles, and any other resources I needed in my studies. Countless times she reminded me that while I traveled down this long academic road, immersing myself in my studies and my research, I was never alone. Dr. Lincoln was my 師父 “shīfu” (master), who introduced and trained me in the study of naturalistic inquiry and qualitative methodology. My research paradigm shifted from quantitative to qualitative in its methodology, primarily due to the influence of Dr. Lincoln‟s courses: Naturalistic Inquiry and Advanced Field Methods. Qualitative methodology became the governing forces and overall framework for my study. Beyond being a distinguished professor, Dr. Lincoln is also a great storyteller. She is truly a master, delivering and transforming the hard core of naturalistic inquiry into the rich historical background and real-life experiences that give the study life. Dr. Liew was my role model through this process, encouraging the international students to experience American culture and to proudly represent one element of the diversity of Texas A&M University. A critical steeping stone in the future achievement of international students is the building up of their professional networks. Dr. Liew has an impressive and culturally sensitive networking system that provides invaluable assistance to international students, helping them to form greatly needed connections in the academic realm. When Dr. Liew learned of my research interests, he immediately introduced me to a friend on the faculty of The University of Texas at Austin. Such a vii connection helped to broaden my intellectual exploration, as well as obtain resources and input from outside the Texas A&M campus. I am grateful to all of my committee members: Dr. Larke, Dr. Hill-Jackson, Dr. Lincoln, and Dr. Liew, for their insightful guidance and generous support throughout my research. I would also like to take this opportunity to thank my family: Fu-Ping Chou, Paul Liao, Tsai-Han Chen, Anna Liao, Dr. Ran Lu, Alice Chen, Bing-Bing Chen, Hsiao- Cheng Liao, Spencer Wu, Dr. Simon Liao, and Cecilia Liao for providing prompt support, a patient ear, and superb back-up, whenever they knew I was in need. Thanks also go to my unique and splendid friends Yvonne Yeh, James Du, Vickey Chen, Hsiao-Ling Lu, Mingchien Li, Tingting Ma, Christine Frank, and Jaewoong Won. During my five-year journey at Texas A&M University, I had remarkable and unforgettable experiences in Aggieland with these young and creative Aggies, far too many to list out here. But each experience was special to me. I also want to extend my gratitude to all the Chinese heritage school parents, teachers, and students who were willing to participate in this study and provide such rich data through their vivid stories, and to David Publishing Company, which published my first study on parents‟ voices in the US-China Education Review. I appreciate Texas A&M University for providing me with three separate scholarships, all of which helped to support me during the process of writing this dissertation. And to my colleagues, the faculty, staff, and librarians, all of whom had a hand making my time at Texas A&M University great, I‟d like to thank you all. Gig‟em! viii NOMENCLATURE CHS(s) Chinese Heritage School(s) HL Heritage Language L1 First Language LM Language Minority SLA Second Language Acquisition ix TABLE OF CONTENTS Page ABSTRACT .............................................................................................................. iii DEDICATION .......................................................................................................... iv ACKNOWLEDGEMENTS ...................................................................................... v NOMENCLATURE .................................................................................................. viii TABLE OF CONTENTS .......................................................................................... ix LIST OF FIGURES ................................................................................................... xi LIST OF TABLES .................................................................................................... xii 1. INTRODUCTION ............................................................................................... 1 1.1 Introduction .......................................................................................... 1 1.2 Background of the Study ...................................................................... 4 1.3 Statement of Problem ........................................................................... 5 1.4 Purpose of the Study ............................................................................ 7 1.5 Research Questions .............................................................................. 9 1.6 Significance of the Study ..................................................................... 12 1.7 Definition of Terms .............................................................................. 12 1.8 Content of the Study ............................................................................. 13 2. THE VOICES OF THIRTEEN CHINESE AND TAIWANESE PARENTS
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