How do Immigrant Parents Support Preschoolers' Bilingual Heritage Language Development in a Role-Play Context?

Abstract

THE RESEARCH REPORTED HERE is part of an overall study drawing upon a Vygotskian cultural–historical approach to explore Chinese-Australian families' pedagogy in supporting children's bilingual heritage language development. Imagination is a psychological process for the child, where the development of speech is linked to the development of imagination as a higher cultural function (Vygotsky, 1987a). This study gives insight to the links between imagination in play and language development through play pedagogy at home. In the larger study, from which this paper draws its data, the methods of data generation included video interviews and observations with three families. The focus was on interactions that contributed towards language development in the home context. Drawing on Vygotsky's (1987a, 2004b) theory of imagination in children's play, Fleer's (2010) dialectical model of play, and Kravtsova's (2009) subject positioning theory, this paper specifically investigates parents' interactive support of children's bilingual heritage language development in role-play. The paper analyses the play experience of a four-year-old girl, Lin, and her father in a park, in order to discuss the importance of imagination in adults' instructions within the child's zone of proximal language development through play. This provides the foreground for approaching language development within a dialectical process of collective and individual imagining in play. It is argued that Lin's father uses play as a pedagogical tool to support Lin's bilingual heritage language development.