References of "Li, Jinling"
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See detailPolycentric repertoires: Constructing Dutch-Chinese youth identities in the classroom and online
Li, Jinling; Juffermans, Kasper UL

in Li, Wei (Ed.) Multilingualism in the Chinese Diaspora Worldwide: Transnational Connections and Local Social Realities (2016)

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See detailResearching bilingual and multilingual education multilingually: A linguistic ethnography
Creese, Angela; Blackledge, Adrian; Bhatt, Arvind et al

in Wright, Wayne E.; Sovicheth, Boun; García, Ofelia (Eds.) The Handbook of Bilingual and Multilingual Education (2015)

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See detailDutch–Chinese repertoires and language ausbau in superdiversity: A view from digital media
Juffermans, Kasper UL; Blommaert, Jan; Kroon, Sjaak et al

in Discourse, Context & Media (2014), 3(4-5), 48-61

The Chinese diaspora in the Netherlands is undergoing a dramatic diversification since the 1990s. This is manifested sociolinguistically in a shift from Cantonese and traditional character script to ... [more ▼]

The Chinese diaspora in the Netherlands is undergoing a dramatic diversification since the 1990s. This is manifested sociolinguistically in a shift from Cantonese and traditional character script to Mandarin and simplified characters as default registers of Chinese. Young people of Chinese heritage critically respond to and (re-) position themselves against these changes. This paper explores their identity work and language identifications and adopts a view from digital media to this end. Such a view provides insight into the unstable and shifting conditions and contexts of being, speaking and learning Chinese in the diaspora. Theoretically the paper builds on a view of language as practice, translanguaging, repertoires and linguistic citizenship, and revisits Heinz Kloss' notion of “ausbau” as a concept in language policy and planning. Applied to both language and identity, the revisited notion of ausbau is meant to capture the tension between language/identity as an individual, biographic project involving personal investment and planning, and language/identity as a social, historical project sponsored by nations and states (such as the PRC). In the discussion threads that are presented and analysed, both of these poles provoke critical reflection and stancetaking: critique and resistance to the hegemonic power of the PRC's language ausbau, and self-critique in the form of self-depreciating evaluation of personally accomplished language ausbau. This contribution draws on a recently completed two-year ethnographic study in and around a Chinese complementary school in the Netherlands as part of a larger funded project investigating discourses of inheritance and identities in four multilingual European settings. [less ▲]

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See detailLearning and teaching Chinese in the Netherlands: The metapragmatics of a polycentric language
Li, Jinling; Juffermans, Kasper UL

in Curdt-Christiansen, Xiao-Lan; Hancock, Andrew (Eds.) Learning Chinese in Diasporic Communities: Many pathways to being Chinese (2014)

This paper is concerned with the metapragmatics of Chinese as a polycentric language. Based on ethnographic observation and interview in and around a Chinese complementary school in the Netherlands, this ... [more ▼]

This paper is concerned with the metapragmatics of Chinese as a polycentric language. Based on ethnographic observation and interview in and around a Chinese complementary school in the Netherlands, this paper describes an ongoing shift along with demographic, economic and political changes, in what counts as Chinese: a shift from Hong Kong and Taipei to Beijing as the most powerful centre of Chinese in the world. Migration makes communicative resources like language varieties globally mobile and this affects the normativity in the diaspora classroom. A clearer understanding of the metapragmatics of Chinese is useful because it provides a key to understanding social identities in contemporary Chinese migration contexts and to understanding language within contexts of current globalisation. [less ▲]

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See detailLearning and teaching Chinese in the Netherlands: The metapragmatics of a polycentric language
Li, Jinling; Juffermans, Kasper UL

E-print/Working paper (2013)

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See detailContestation as pedagogy in the complementary classroom
Li, Jinling; Juffermans, Kasper UL; Kroon, Sjaak et al

in NALDIC Quarterly (2012), 10(1), 25-32

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See detailTeaching a language in transformation: Chinese in globalisation
Li, Jinling; Juffermans, Kasper UL; Kroon, Sjaak et al

in NALDIC Quarterly (2012), 10(1), 38-42

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See detailChinese complementary schooling in the Netherlands: Experiences and identities of final-year students
Li, Jinling; Juffermans, Kasper UL

in Grande, Francesco; de Ruiter, Jan Jaap; Spotti, Massimiliano (Eds.) Mother Tongue and Intercultural Valorization: Europe and its Migrant Youth (2012)

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See detailChinese in a superdiverse world
Dong, Jie; Du, Caixia; Juffermans, Kasper UL et al

in de Jong, Nel; Juffermans, Kasper; Keijzer, Merel (Eds.) et al Papers of the Anéla 2012 Applied Linguistics Conference (2012)

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See detailChineseness as a moving target: Intermediate report for the HERA Project, Tilburg Case Study
Li, Jinling; Juffermans, Kasper UL; Kroon, Sjaak et al

E-print/Working paper (2011)

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See detailOn Learning a Language in Transformation: Two final year students’ experiences in Chinese complementary education
Li, Jinling; Juffermans, Kasper UL

E-print/Working paper (2011)

This paper is concerned with Chinese-Dutch children’s experiences with learning Chinese in the Netherlands. The paper presents basic facts about the Chinese language and its changing position in the world ... [more ▼]

This paper is concerned with Chinese-Dutch children’s experiences with learning Chinese in the Netherlands. The paper presents basic facts about the Chinese language and its changing position in the world, a brief history of the Chinese diaspora in the Netherlands and the context of Chinese complementary education. It analyses two written accounts of final year students’ experiences with learning Chinese, focusing on the ways of speaking about Chinese in relation to identity and education. In conclusion, it is argued that the students’ experiences urge us to consider Chinese as a polycentric language – i.e. as a language with multiple and competing centres of gravity – and as a language in transformation. [less ▲]

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See detailMultilingual Europe 2.0: Dutch-Chinese youth identities in the era of superdiversity
Li, Jinling; Juffermans, Kasper UL

E-print/Working paper (2011)

This paper argues that multilingual/multicultural identity in Europe has reached a next level since we have entered the era of superdiversity. Under superdiversity we are confronted with a diversification ... [more ▼]

This paper argues that multilingual/multicultural identity in Europe has reached a next level since we have entered the era of superdiversity. Under superdiversity we are confronted with a diversification of diversity: relations between ethnicity, citizenship, residence, origin, language, profession, etc. have become more complex and less predictable than before, and as a consequence there is a need to revisit, deconstruct and reinvent our theoretical toolkit to analyse language, culture, ethnicity, identity, etc. This contribution draws on ongoing ethnographic fieldwork in and around a Chinese complementary school in the Netherlands and is part of a larger project investigating discourses of inheritance and identities in multilingual European settings. It focuses on the ethnic and linguistic identifications of Dutch-Chinese youngsters on the Asian and Proud community of the Dutch social networking site Hyves, and shows how Dutch-Chinese youngsters of diverse backgrounds engage in creative languaging in „netnolectal‟ Dutch while discussing/celebrating their ethnic and linguistic identities. Focusing on young people‟s identities, this paper aims to entangle the complexities of being, speaking and learning Chinese in the Netherlands. It thereby explores the internal diversity within Chineseness and its functioning within, or repositioning as, a larger Asian identity as well as its relation to Dutch/European-ness. [less ▲]

Detailed reference viewed: 175 (3 UL)