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This ethnographic study investigated heritage language maintenance among two distinct groups of Chinese immigrant families (Mandarin and Fujianese) from the social network perspective. The results indicated that a co-ethnic network could be a double-edged sword, which works differently on children from different social classes. While the Mandarin children benefited from a strong co-ethnic network in resisting pressures for language assimilation, the Fujianese children shifted to English collectively as a way to survive in the U.S. society. (Contains 7 footnotes and 2 tables.)

This qualitative study investigates attitudes toward heritage language (HL) maintenance among Chinese immigrant parents and their second-generation children. Specific attention is given to exploring (1) what attitudes are held by the Chinese parents and children toward Chinese language maintenance in the USA, (2) what efforts are engaged in by the Chinese parents in promoting children's HL maintenance, and how do the second-generation children respond to these efforts? Data for this paper are drawn from participant observations in two Chinese local communities in Philadelphia and ethnographic interviews with 18 Chinese immigrant families in the communities. Analysis of the data indicates that while the Chinese parents value their HL as a resource and take positive actions to maintain the HL in the next generation, the children fail to see the relevance of HL learning in their life and often resist parents' efforts in HL maintenance. The results of the study suggest that American mainstream schools should work together with immigrant parents and HL schools to incorporate children's HL in the official school curriculum and create a supportive environment for HL learning. (Contains 2 notes and 3 tables.)