SIG: Chinese Heritage Language Learning


This SIG of Chinese Heritage Language Learning provides a platform for Chinese language teachers from K-16 to identify, discuss and exchange educational resources, trending professional issues, as well as innovative pedagogical ideas, practices and reflections particularly with regard to heritage Chinese teaching and learning. Through these engaging exchanges, this SIG further aims to develop an overview of heritage learners’ learning needs and heritage course infrastructure, materials, pedagogies, assessment and management, mainly in North America. This SIG also seeks to raise as well as develop the importance of this subfield in professional Chinese language teaching and learning. Lastly, this SIG plans to create an informational website that will be used as a resource of Chinese heritage language teaching and learning and will use social media tools, such as WeChat, for professional communication, discussion and information sharing.

SIG Website:


  • Building a virtual community to:
  1. encourage supportive and interactive communication and collaboration among in-group members to discuss daily teaching practice issues, innovative pedagogical and professional development via social media tools;
  2. collect and share educational resources, including teaching and learning materials, pedagogical activities and projects, etc. on a created website;
  3. host pedagogical workshops and activities to share professional teaching and research experience;
  • Establishing a coordinating committee to operate and support this SIG;
  • Organizing SIG meetings, panels and even workshops on topics related to Chinese heritage language teaching and learning at CLTA annual conferences;
  • Collaborating with other CLTA-SIGs to promote both successful and professional Chinese language teaching and learning.



Associate Leaders:

  • Bella Chen, University of California Santa Barbara
  • Pei-Chia Chen, UC San Diego
  • Jingjing Ji, Northwest University
  • Li-jung Lee, University of British Columbia
  • Yu-Chen Joy Lin,  Concordia University
  • Yan Liu, Duke University
  • Duosi Meng, University of Illinois at Chicago
  • Zihan Qin, Washington University in St. Louis
  • Yutian Tan, UC Davis
  • Hsiang-ning Sunie Wang, University of British Columbia
  • Chunhong Xie, University of California, Berkeley