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Parental Attitudes and Practices of Chinese Immigrant Families Supporting Emergent Bilingual Children’s Heritage Language Maintenance (HLM): A Systematic Review

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Family provides the first and primary context of early learning and development. While parents play a critical role in cultivating children’s early language and literacy skills, their contributions to heritage language maintenance (HLM) in early childhood have remained understudied. This systematic review presents a coherent perspective on the critical attitudes and practices of multilingual and/or immigrant parents in supporting their children’s HLM in cross-national contexts. Findings suggest that parents shared deeply-rooted beliefs toward their children’s HLM and employed a wide range of practices to support their children’s HLM such as direct language input, parent-child storybook reading in Chinese, provision of literacy materials, and enrolling children in HL schools. Moreover, the paper examines the linkage between parental attitudes and practices in supporting children’s HLM, and concludes with recommendations for future research and implications for early childhood policy and practice.

Abstract

Family provides the first and primary context of early learning and development. While parents play a critical role in cultivating children’s early language and literacy skills, their contributions to heritage language maintenance (HLM) in early childhood have remained understudied. This systematic review presents a coherent perspective on the critical attitudes and practices of multilingual and/or immigrant parents in supporting their children’s HLM in cross-national contexts. Findings suggest that parents shared deeply-rooted beliefs toward their children’s HLM and employed a wide range of practices to support their children’s HLM such as direct language input, parent-child storybook reading in Chinese, provision of literacy materials, and enrolling children in HL schools. Moreover, the paper examines the linkage between parental attitudes and practices in supporting children’s HLM, and concludes with recommendations for future research and implications for early childhood policy and practice.

참고문헌 (58)

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