1	Chinese Language Schools: A Unique Experience among Second Generation Chinese Canadians Presented By: Melisa Ngan MA Candidate University of Western Ontario April 4, 2008
2	Research Question How important is the Chinese language for second generation Chinese Canadians in upholding and maintaining one’s ethnic identity? Chinese language schools offer an unique approach in looking at this topic
3	Methodology 20 participants have been interviewed (10 males, 10 females) All participants are either born in Canada, or have come to Canada when less than 5 years old All participants are currently students at Canadian universities in Ontario Most participants raised in the Greater Toronto Area Age of participants varies from 19 to 25 years Interviews were roughly 45 minutes to 1 hour long
4	The Meaning of Chinese Language Schools: A Way of Maintaining One’s Chinese Identity Most participants attended Chinese language schools in their childhood (ranges from 4 to 10 years) Interviewees agreed that Chinese language schools were an important institution in upholding one’s Chinese identity, for both the parents and themselves Explanation: Language is symbolic and embedded with cultural values and practices. It allows one to “connect” with, and participate within, the Chinese Canadian community
5	Implications Places a strong indirect burden and pressure on second generation Chinese Canadians Knowledge of a certain language can also indicate one’s affiliation within a sub-group in the Chinese Canadian community
6	Future plans for the research paper Interview more participants (from more diverse educational backgrounds and ages) Look at the experiences of second generation students born of Chinese descent in other countries such as U.S. and Australia