Abstract
It is a rather complex issue to investigate the development of children growing up in a family where different languages and cultures encounter. A fair investigation approach must take into account all related factors, such as possible combinations of family/cultural backgrounds, amounts and types of exposures to the L1s, the natures and status of the L1s in the society, the socio-economic backgrounds of the family, the attitudes of the parents, peers, schools, general public, and society, physical environments, social contexts, and many more. Chapter 2 presents a survey study about how children from multilingual families in Taiwan perceived their linguistic and academic development at school and how they identified themselves in the society where Chinese language and culture dominates. Their responses to the survey were triangulated with the surveys responded by their homeroom teachers, and with the interviews with a few children and their homeroom teachers. This chapter portraits the multiphase images of CMF and lays a ground for further investigation of their narrative development.
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Kao, SM. (2015). Language Development and Cultural Identity of Children from Multilingual Families in Taiwan. In: Narrative Development of School Children. SpringerBriefs in Education. Springer, Singapore. https://doi.org/10.1007/978-981-287-191-6_2
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DOI: https://doi.org/10.1007/978-981-287-191-6_2
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