This book examines the use of Chinese by school-aged Chinese Australians from a dual-track culturalisation perspective. Drawing upon interviews, participant observations and documentary analysis, the author discusses why and how these children learn and use Chinese in multiple social settings, and how they construct their understanding of language and identities in doing so. The book will appeal to students and scholars in the fields of sociolinguistics, migration studies, sociology of education, language and communication amongst other areas in the social sciences.