How Chinese Families Support Their Children’s English Language and Literacy Learning

• In Event: Roundtable Session 111
  In Roundtable Session: Family and Community-Based Resources for Language and Literacy

Abstract

To facilitate the line of inquiry, the study derives from two research questions:
1. What are the parents’ roles, expectations, and values in supporting their children’s English language and literacy learning?
2. What home literacy practices do parents adopt to promote their bilingual children’s English language and literacy learning?

Three bodies of knowledge were included in this case study. The first reviewed the Chinese immigrant families in the United States. The second involved the literature of home literacy practices in sociocultural and sociolinguistic contexts. The third illuminated the level of the knowledge base in child literacy development, which promotes literacy acquisition in second language (English) and how literacy practices occur within the family in the home setting.

Authors

• Shu Hui Lin, Kent State University

• Lan-Ying Chou, Taiwan Shoufu University