Alexandria Digital Research Library

"We Build Up This Community Together": Examining Khmer Heritage Language Learning in the Context of Asset-based Community Development

Author:
Lao, Ravy Souvina
Degree Supervisor:
Judith L. Green
Place of Publication:
[Santa Barbara, Calif.]
Publisher:
University of California, Santa Barbara
Creation Date:
2013
Issued Date:
2013
Topics:
Asian American Studies, Education, Foreign Language, and Education, Sociology of.
Keywords:
Khmer heritage language
Community-based study
Heritage langauge learning
Ethnographic study
Community langauge school
Genres:
Dissertations, Academic and Online resources
Degree Grantor:
University of California, Santa Barbara. Education
Dissertation:
Ph.D.--University of California, Santa Barbara, 2013
Description:

For many immigrant groups living in host countries, the fostering and maintenance of their heritage language and culture or languaculture (Agar, 1994, 2006) are placed as the sole responsibility of the immigrants and their families (Kloss, 1998). As such, the establishment of the majority of the heritage language schools in the United States has always been a private endeavor carried out by the ethnic communities themselves (Fishman & Nahirny, 1966; Zhou & Li, 2003). Previous studies have well documented independently run community heritage language schools across the United States (Bradunas, 1988; Chik, 2010; Long, Needham, 1996; Shibata, 2000). This dissertation contributes to this body of work by examining an alternative framework used to establish a heritage language school, a multi-institutional partnership in which different groups of people from the heritage community as well as the geopolitical community joined forces in providing ethnic language program for their community members. Grounded in an ethnographic perspective and using constructs of discourse analysis and intertextuality, this two-year ethnographic case study focuses on a community-based Khmer heritage language program in California. In particular, by focusing on the individuals who spearheaded the language program, this study explores their role in constructing a language learning environment for their community members. Questions guiding this study include: What factors contribute to the construction of this learning environment? How do their inter-agencies influence the creation of this language program? How do the founders' past histories shape and influence the current language program? What factors contribute to the construction of this learning environment? How do their inter-agencies influence the creation of this language program? How do the founders' past histories shape and influence the current language program?

The study led to the identification of a multi-institutional partnership that was facilitated by the individuals' prior experience with similar events, their social networks and relationships that were built through their sustaining residence in the community as well as their inter-agency relationships that they brought to the process to ensure the actualization of the collaboration. The data also showed how the partnership fostered home-community connections among stakeholders involved, how multi-layer resources are needed in sustaining the program as well as how the partners spoke about the power and efficacy of community force. The findings, therefore, form the basis for a multi-agency partnership framework that reflects the nature of the weekend-language program and its benefits that otherwise would not exist if the program was independently run.

Physical Description:
1 online resource (209 pages)
Format:
Text
Collection(s):
UCSB electronic theses and dissertations
ARK:
ark:/48907/f36m34z6
ISBN:
9781303731310
Catalog System Number:
990041152980203776
Rights:
Inc.icon only.dark In Copyright
Copyright Holder:
Ravy Lao
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