Impact of Home Language and Literacy Support on English-Chinese Biliteracy Acquisition among Chinese Heritage Language Learners

Autor/inn/en	Lu, Chan; Koda, Keiko
Titel	Impact of Home Language and Literacy Support on English-Chinese Biliteracy Acquisition among Chinese Heritage Language Learners
Quelle	In: Heritage Language Journal, 8 (2011) 2, S.44-80 (37 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1550-7076
Schlagwörter	Phonological Awareness; Monolingualism; Emergent Literacy; Vocabulary Development; Bilingualism; Native Language Instruction; English (Second Language); Second Language Learning; Chinese; Heritage Education; Family Environment; Language Usage; Oral Language; Television; Books; Parent Attitudes; Questionnaires; Pennsylvania + Suchen Sie Ihr Suchwort? Frühleseunterricht; Wortschatzarbeit; Bilingualismus; Native language education; Muttersprachlicher Unterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; China; Chinesen; Familienmilieu; Sprachgebrauch; Oral interpretation; Mündlicher Sprachgebrauch; Fernsehen; Fernsehtechnik; Book; Buch; Monographie; Monografie; Elternverhalten; Fragebogen
Abstract	Studies on monolingual children have shown that home language and literacy support is crucial in children's early literacy acquisition. However, such support has not been examined as thoroughly among bilingual children, including heritage speakers. This study investigated the effect of home language and literacy support on important precursors of literacy skills including oral vocabulary knowledge, phonological awareness, and decoding skill in English and Chinese, among a group of 37 Chinese heritage language (CHL) learners. Our results suggest that the use of Chinese at home supported children's language and literacy skills in Chinese, especially their oral vocabulary knowledge; support of learning Chinese at home did not hinder children's acquisition of literacy skills in English. Implications for parents and teachers of CHL learners in relation to their biliteracy learning are discussed. (Contains 7 tables and 1 note.) (As Provided).
Anmerkungen	National Heritage Language Resource Center and UC Consortium for Language Learning & Teaching. 1333 Rolfe Hall, Los Angeles, CA 90095-1411. Tel: 310-825-1138; Fax: 310-206-5183; e-mail: hlj@international.ucla.edu; Web site: http://www.heritagelanguages.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10