Lectura y escritura en las escuelas chinas de la ciudad de Buenos Aires: Entre las prácticas y el recuerdo

The aim of this article is to analyze the relationships between language and writing that descendants of Chinese migrants establish in the migratory context. The study explores possible answers to questions related to whether representations of writing from the country of origin are transferred to the migratory context; how and to what extent these individuals’ educational experiences shape their relationship with the language and writing of migration; and, finally, how educational practices influence their self-perception as speakers. Methodologically, the research combines data from ethnographic work conducted in Chinese schools and interviews with young descendants of migrants. Among the most significant findings is the relevance of reading and writing teaching practices for representations of linguistic proficiency, as well as the sharp contrast between educational practices in Chinese schools and Argentine schools. Another important result is the pertinence of using mixed research methodologies to study family language policies.