Höfundur: Yinli Wang

Leiðbeinendur: Brynja Elísabeth Halldórsdóttir og Susan Elizabeth Gollifer

Ágrip/Efni:

This research investigates how Chinese heritage language (HL) learning is supported in Icelandic primary schools, focusing on the comparative roles of parents and schools in public, private, and international settings. The study addresses how different school environments impact HL development and explores the strategies parents use when institutional support is limited.

Using a comparative qualitative approach, the study draws on interviews with six parents and three teachers from three school types. Semi-structured interviews were conducted in Chinese and analyzed thematically. The data revealed significant differences in HL support: international and private schools offered some Chinese classes through the Confucius Institute, while public schools lacked formal programs or awareness of HL needs.

Parents played an active role in HL maintenance—purchasing Chinese books, enrolling children in online classes, and traveling to China. However, most were unaware of their linguistic rights, and school communication was often limited to Icelandic. Teachers in public schools showed limited competence in engaging with Chinese students, with some expressing biased assumptions.

This study underscores the importance of structured HL education and linguistic rights awareness. Promoting HL learning supports not only bilingual development but also cultural identity and educational equity in multicultural societies like Iceland.