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Creating More Opportunities through Multimodal Literacy and Positioning in Online and In-Person Chinese Heritage Language Classrooms
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Aijuan Cun – Language and Education, 2025
The manuscript describes Chinese immigrant children's literacy and identity in online and in-person Chinese heritage language classrooms. The theoretical perspectives on multimodality and positioning theory are utilized as theoretical perspectives. The data were collected with the same heritage language teacher and the students during the COVID-19…
Descriptors: Chinese, Native Language, Immigrants, Children