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University Educator/Researcher
01 June 2011 - 01 June 2021
University Educator/Researcher
01 June 2005 - 01 August 2007
Jing Yin, PhD, is an associate professor at Beijing Jiaotong University. She finished her MA and PhD study both in Beijing Foreign Studies University. She is interested in sociolinguistics, language acquisition and education. In the past few years she mainly focused on the language development and education of migrant preschoolers in China, and also did some work in the field of literacy planning as well as family language policy in Chinese kindergartener families.
This paper explored crucial factors to achieve sustainable development of early language education by examining the relationship between two dimensions of family language policy—language ideologies and language practices—as well as the relationship between family language policy and the development of children’s narrative macrostructure. Data were collected via a language performance test and a questionnaire survey of 131 kindergartners from 10 kindergartens in a Chinese city. Structural equation modeling corroborated the relationship between family language ideologies and family language practices proposed by family language policy theorists. Results showed that family language policy significantly predicted kindergarteners’ development of narrative macrostructure. In addition, age was shown to be a significant predictor of narrative macrostructure development, whereas gender was not. Implications for early intervention of children’s narrative macrostructure development were discussed.
Jing Yin; Yan Ding; Lin Fan. Language Ideologies, Practices, and Kindergarteners’ Narrative Macrostructure Development: Crucial Factors for Sustainable Development of Early Language Education. Sustainability 2021, 13, 6985 .
AMA StyleJing Yin, Yan Ding, Lin Fan. Language Ideologies, Practices, and Kindergarteners’ Narrative Macrostructure Development: Crucial Factors for Sustainable Development of Early Language Education. Sustainability. 2021; 13 (13):6985.
Chicago/Turabian StyleJing Yin; Yan Ding; Lin Fan. 2021. "Language Ideologies, Practices, and Kindergarteners’ Narrative Macrostructure Development: Crucial Factors for Sustainable Development of Early Language Education." Sustainability 13, no. 13: 6985.
This paper reports a study that used a quantitative method to explore literacy planning in Chinese kindergartener families as well as the influences of socioeconomic status (SES) on it. The conceptual framework of family language policy (FLP), which consists of three components–language ideology, language management, and language practice, was adopted to examine literacy planning. The SES factors investigated included mother’s education, mother’s occupation, father’s education, father’s occupation, and household income. Data were collected via a questionnaire survey of 664 kindergartener families from 10 kindergartens in a Chinese city. Descriptive statistics revealed reasonable language ideology and practice but relatively weak language management in Chinese kindergartener families. Structural equation modelling corroborated the relationships between language ideology, language management, and language practice hypothesised in the FLP theory. It also indicated that only mother’s education significantly predicted the literacy planning of a family. Implications for early intervention for children’s language development were discussed.
Jing Yin; Yan Ding; Maolei Song. Literacy planning: family language policy in Chinese kindergartener families. Journal of Multilingual and Multicultural Development 2021, 1 -14.
AMA StyleJing Yin, Yan Ding, Maolei Song. Literacy planning: family language policy in Chinese kindergartener families. Journal of Multilingual and Multicultural Development. 2021; ():1-14.
Chicago/Turabian StyleJing Yin; Yan Ding; Maolei Song. 2021. "Literacy planning: family language policy in Chinese kindergartener families." Journal of Multilingual and Multicultural Development , no. : 1-14.
Jing Yin. 家庭社会经济地位对儿童语言发展的影响. 2019, 1 .
AMA StyleJing Yin. 家庭社会经济地位对儿童语言发展的影响. . 2019; ():1.
Chicago/Turabian StyleJing Yin. 2019. "家庭社会经济地位对儿童语言发展的影响." , no. : 1.
Jing Yin. 流动学前儿童语言教育问题应当引起重视. 2016, 1 .
AMA StyleJing Yin. 流动学前儿童语言教育问题应当引起重视. . 2016; ():1.
Chicago/Turabian StyleJing Yin. 2016. "流动学前儿童语言教育问题应当引起重视." , no. : 1.