Home Literacy Environment and Vocabulary of Low-Income Dual Language Learners of Mexican and Chinese Heritage

• In Event: Vocabulary Learning Across Diverse Contexts and Sites: Recent Innovative Methods of Study

Abstract

This study investigates how home literacy environments contribute to bilingual vocabulary development among low-income immigrant Mexican American and Chinese American dual language learners (DLLs). Participants were 194 DLL children (69 Mexican Americans and 125 Chinese Americans) and their families recruited from preschool programs in Northern California. Data on home literacy practices in English and the home language and children’s bilingual vocabulary scores were collected. Structural equation modeling was used to examine the relationship between these variables. The results revealed a universal effect of home literacy environments on bilingual vocabulary development, regardless of children’s cultural background. This study highlights the critical role of fostering bilingual literacy practices in the home to promote strong vocabulary development in both languages for young DLLs.

Authors

• Emily Mak, Texas A&M University

• Qing Zhou, University of California - Berkeley

• Yuuko Uchikoshi, University of California - Davis