Abstract
Emerging evidence has shown a positive association between the home literacy environment (HLE) and monolingual children’s language and literacy development. Yet, far fewer studies have examined the impact of the HLE on second language development. This study examined relations between the HLE and children’s development of English as a second language in Hong Kong. Participants were 149 ethnic Chinese children (80 girls; Mage = 59 months, SDage = 10 months) and one of their caregivers. Caregivers completed questionnaires about their family backgrounds and HLE and children were assessed on their English language and literacy skills. Findings revealed considerable variability in the types of literacy activities that caregivers were engaged in at home with their children. A series of multilevel regressions demonstrated that the HLE was differentially associated with English vocabulary, letter knowledge, phonological awareness, and word reading skills after controlling for child and family characteristics. Results highlight the importance of a literacy-rich home environment for children’s development of English as a second language and the need to support caregivers in providing a range of home literacy activities to facilitate different language and literacy skills.
Highlights
It has been well documented that differences in language and literacy skills emerge early in life (Hart and Risley, 1995; Fernald et al, 2013)
Literacy and achievement persist over time and can have long-lasting impact on children (Stanovich, 1986), it is critical to understand the characteristics and role of the home literacy environment (HLE) starting from the early years in order to disentangle the factors and processes associated with language and literacy outcomes and to identify the kinds of support needed for children and families
The present study examined whether and how HLE is associated with the development of English as a second language in a sample of ethnic Chinese children from Hong Kong
Summary
It has been well documented that differences in language and literacy skills emerge early in life (Hart and Risley, 1995; Fernald et al, 2013). Mounting evidence suggests that the home literacy environment (HLE) is one of the most significant predictors of early language and literacy development (Frijters et al, 2000; Niklas et al, 2015). Literacy and achievement persist over time and can have long-lasting impact on children (Stanovich, 1986), it is critical to understand the characteristics and role of the HLE starting from the early years in order to disentangle the factors and processes associated with language and literacy outcomes and to identify the kinds of support needed for children and families. With the rise of English as a global language (Crystal, 2012), a growing number of studies has investigated the association between the HLE and children’s development of English as a second language. To date, most studies that examined the influence of the HLE on children’s proficiency in English as a second language have primarily been conducted in predominantly.
Sign-in/Register to view highlights & summary Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
