Parental Expectations and Home Literacy Environment: A Questionnaire Study of Chinese-Norwegian Dual Language Learners

Autor/inn/en	Yang, Junyi; Lawrence, Joshua F.; Grøver, Vibeke
Titel	Parental Expectations and Home Literacy Environment: A Questionnaire Study of Chinese-Norwegian Dual Language Learners
Quelle	In: Journal of Research in Childhood Education, 37 (2023) 1, S.159-173 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Yang, Junyi) ORCID (Lawrence, Joshua F.) ORCID (Grøver, Vibeke)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-8543
DOI	10.1080/02568543.2022.2098427
Schlagwörter	Chinese; Norwegian; Parent Attitudes; Expectation; Family Environment; Language Usage; Language Skills; Children; Adolescents; Second Language Learning; Books; Reading; Literacy; Immigrants; Foreign Countries; Correlation; Norway + Suchen Sie Ihr Suchwort? China; Chinesen; Norwegisch; Elternverhalten; Expectancy; Erwartung; Familienmilieu; Sprachgebrauch; Language skill; Sprachkompetenz; Child; Kind; Kinder; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Zweitsprachenerwerb; Book; Buch; Monographie; Monografie; Leseprozess; Lesen; Alphabetisierung; Schreib- und Lesefähigkeit; Immigrant; Immigrantin; Immigranten; Ausland; Korrelation; Norwegen
Abstract	This study examined how parental expectations were associated with Chinese-Norwegian dual language learners' Chinese language skills. A total of 118 Chinese parents in Norway completed a questionnaire in which they reported their expectations for their children's Chinese language development, characteristics of the home literacy environment (resources and practices), and children's Chinese language skills. The children were ages 1;6-14;0 (M = 6;2, SD = 2;6) and spoke Chinese at home while learning Norwegian in preschool and school. We found that parental expectations positively linked to parent-reported Chinese language skills. Moreover, this link was partially a factor of children's Chinese home literacy environment. The results suggest that parents who manifested their expectations by facilitating a rich home literacy environment (i.e., children's books and activities like shared reading, storytelling, listening to songs, online chatting with Chinese relatives, and playing with Chinese friends) supported their children's Chinese language skills. By documenting parents' efforts and their association with improved language outcomes, this study adds nuance to our understanding of the high expectations set by Chinese immigrant parents, and provides implications for parents, teachers, and researchers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01