Chinese Immigrant Descendent Children’s Experience of Home Biliteracy in the U.S.

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  In Roundtable Session: Identity, Culture and Sustaining Language

Abstract

This study explores how children from Chinese immigrant families understand and experience their own home bilingual literacy. This study adopts a qualitative design, with data collection from Dec 2023 to May 2025. Two participant children, their own Chinese private tutors, and their parents who serve as child Chinese private tutors, are included in this study. The audio recordings from Chinese tutoring observation, family interaction and reading, and child interviews, are data sources. It was applied thematic analysis, which includes six phases, as outlined by Braun & Clarke (2006). Two preliminary findings emerged: 1) Appreciate “Professional” and Creative Pedagogical Approach from their parents or private tutors, 2) Engage with transnational multimodal multilingual funds of knowledge.

Author

• Qinghua Liu, Boston College