Attitudes and Approaches to Literacy in Scottish Chinese Families

Abstract

This study investigates the attitudes and approaches to literacy in the homes of eight Chinese families settled in a region of Central Scotland. The Chinese parents in the study were interviewed at home, using the assistance of a bilingual teacher. The findings indicate that the Chinese parents have varied educational backgrounds and linguistic profiles. Almost all the families do, however, have a commitment to maintaining Chinese literacy skills and are supporting their children at home in developing these skills. What also emerged from the investigation was that acquiring Chinese literacy was perceived by the parents to be linked with the transmission of traditional Chinese cultural values. The study revealed that some parents searched for innovative approaches in their teaching of Chinese characters to their children, whilst approaches adopted by other parents were more influenced by the process of reading and writing Chinese they had experienced within their own formal education. The findings indicate that strategies need to be developed and implemented in order to enhance the dialogue between Chinese parents and schools. Finally, further implications of the findings for educational policy and practice in Scotland are discussed.