Abstract
Home environments have been found to have a critical impact on young children’s early literacy development. To date, few studies have examined the home environments of families from Asian backgrounds and their relationship to literacy practices. The purpose of the present study was to examine the relationship between the literacy practices of Chinese parents living in the United States and their young children’s literacy experiences. The results revealed a positive relationship between Chinese children’s home environment and their literacy experiences. The implications for working with Chinese children and their parents to enhance early childhood literacy skills are discussed. In short, home environments rich in literature and language may help to prepare Chinese-speaking preschool Dual Language Learners to succeed in school.
Highlights
As the fabric of the United States continues to change, more and more children will begin school having been raised in a bilingual environment
This study suggests that, many Chinese children are learning English as a second language, the richness of their home literacy experiences may offset some of the risks posed by limited proficiency in the English language
Knowing this information is important because it provides educators with a window into Chinese parents’ beliefs and practices concerning the importance of literacy experiences in the lives of their children
Summary
As the fabric of the United States continues to change, more and more children will begin school having been raised in a bilingual environment How this environment will affect language and literacy development in English, as well as the child’s native language is an issue that is of much interest to parents, educators and researchers alike. Previous research has suggested that children acquire language and literacy practices through their interaction with the adults in their everyday environments (Brice Heath, 1982; Snow, 1991).
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