Exploring Home Factors That Shape Gender Differences in Chinese Canadian Children's Early Bilingual Vocabulary Development

• In Event: AERA Virtual Poster Session 3
  In Poster Session: Topics Affecting Early Childhood Teachers, Children, and Families

Abstract

This mixed-method study examines how different home factors shape gender differences in Chinese-Canadian first graders’ (N=76) bilingual lexical attainment. Their English and Chinese receptive vocabulary were measured using the Peabody Picture Vocabulary Test (PPVT). Information on home language environment was collected using the Alberta Language Environment Questionnaire (ALEQ) and parental interviews. Quantitative and qualitative analyses indicate that gender differences of early bilingual vocabulary achievements are not associated with language exposure at home but quality of home language environment (parent-child interactions and parents’ language use) and quantity of available materials (number of bilingual books and access to digital devices). Parental beliefs in gendered parenting needs and language superiority of girls over boys also contribute to the gender differences in vocabulary.

Authors

• Guofang Li, University of British Columbia

• Zhen Lin, The University of British Columbia

• Xuejun Ryan Ji, The University of British Columbia

• Zhuo Sun, The University of British Columbia

• Lee Gunderson, The University of British Columbia