The maintenance of Chinese heritage language (CHL) among children of Chinese immigrant families in New Zealand is a growing concern due to the impact of globalization and the pressures of language assimilation. This thesis explores the role of the community CHL school in Christchurch, New Zealand, in supporting CHL maintenance, focusing on the experiences and perspectives of CHL teachers and parents. A qualitative case study methodology was employed, utilizing semi-structured interviews with three CHL teachers and three parents in a community CHL school. Thematic analysis of the interview data revealed both strengths and challenges in CHL education within the community school context.

Key findings highlight that strong cultural identity, integrative motivation, and supportive peer environments positively contribute to CHL maintaining. Parents and teachers expressed expectations that CHL learners (CHLLs) will develop both Basic Interpersonal Communicative Skills (BICS) and Cognitive Academic Language Proficiency (CALP) in Chinese, alongside their English language development, to become additive bilinguals. However, challenges such as students’ lack of interest, rigid teaching methods, and limited resources hinder the effectiveness of CHL education. The study emphasizes the critical role of community CHL schools in fostering bilingualism and cultural preservation, while also suggesting improvements in teaching approaches and resource allocation. These findings are significant for community CHL school administrators and teachers. It is recommended that schools support teachers in receiving professional training to enhance their knowledge and understanding of CHLLs and CHL maintenance, and to improve CHL teaching. Additionally, community CHL schools should establish a CHLM outcomes feedback system to assess CHLLs' progress and provide feedback to parents. Furthermore, addressing the resource shortages in community CHL schools requires support from a broader range of societal groups and organizations.