Home Literacy Environment and Children’s English Language and Literacy Skills in Hong Kong

Lau, Carrie; Richards, Ben

doi:10.3389/fpsyg.2020.569581

Cited by 22 publications

(11 citation statements)

References 93 publications

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“…Such an environment allows the inputs, which are children, to play and interact with books, objects, and role models for enhanced English learning outcomes seen as outputs. This finding echoed a previous conclusion that the home literacy environment was differentially associated with letter knowledge, English vocabulary, reading skills, and phonological awareness (Lau & Richards, 2021). Consequently, exposing children to homeschooling allows them to experience such differentiation in English language learning.…”

Section: Discussionsupporting

confidence: 82%

Academic Outcomes of Homeschooled Versus Conventionally Schooled Children Pursuing the Accelerated Christian Education Curriculum in Kenya

Tweni

Wamocha

Buhere

2022

PEC

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In recent times, the Kenyan education sector has experienced increased cases of students' indiscipline in schools. However, the potential of homeschooling as a possible solution to such indiscipline has not been explored. Whereas critics of homeschooling posit that homeschooled children are inferior academically, proponents of this form of learning don’t think so. Therefore, this research compared the academic learning outcomes of homeschooled children and children in conventional school settings. The subjects in which scores were compared were math, English, and social studies. This research was anchored in the systems theory’s input-output model developed by Ludwig Von Bertalanffy and adopted the causal-comparative research design. The target population was children pursuing the Accelerated Christian Education (ACE) curriculum. A sample of 316 children was drawn, out of whom 272 participated in the research. Data were analyzed using independent samples t-tests. Results revealed that homeschooled children achieved significantly higher math, English, and social studies scores than children in conventional schools. The research concluded that homeschooling as an alternative form of education enhances children’s academic learning outcomes equally well and probably better than conventional schools. Therefore, the education sector in Kenya should consider legalizing homeschooling as an alternative form of education for some parents who want to detach their children from indiscipline cases that are majorly witnessed in conventional schools. Despite this research stating the case for legalizing Homeschooling in Kenya, a significant limitation was the reliance on the ACE curriculum and academic scores derived from one term’s performance. Therefore, future studies should consider panel data that caters for comparisons across diverse curricula over time. Keywords: academic outcomes, homeschooling, conventional schooling, comparative research, ace curriculum

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Section: Discussionsupporting

confidence: 82%

Academic Outcomes of Homeschooled Versus Conventionally Schooled Children Pursuing the Accelerated Christian Education Curriculum in Kenya

Tweni

Wamocha

Buhere

2022

PEC

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“…On the contrary, during English reading, parents value linguistic aspects like acquisition of vocabulary and pronunciation much more than cultural aspects. Our findings echo previous literature that Chinese parents emphasize schoolrelated skills and adopt didactic approaches in English literacy activities (Lau and Richards, 2021).…”

Section: Language Ideology: Between Global Value and Local Identitysupporting

confidence: 91%

Chinese parents’ experiences of reading English storybooks to preschool children: A case in Guangzhou, China

Liu

2022

Journal of Early Childhood Research

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This study investigated Chinese parents’ experiences of reading English storybooks to their preschool children. While the spread of English as a global language is associated with an increasing emphasis on English education, few studies have examined its impact on the early home literacy practices in non-English speaking countries. With the most English learners in the world, China has an increasing number of parents making an early start for children to learn English. This study followed the tripartite framework of Family Language Policy (FLP) to examine Chinese parents’ beliefs, practices and management in early storybook reading activities. In-depth interviews with 20 parents in Guangzhou revealed that parents’ English reading practices are language-oriented with utilitarian language ideologies. Parents’ reading practices and management were identified with contextual constraints, including non-English speaking environments, parents’ inadequate English proficiency and knowledge of selecting English storybooks. Our findings highlight the impact of English globalization on the educational practices in local families with implications for educational practitioners in countries with similar changing sociolinguistic landscapes.

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“…Recent research showed that most immigrant parents support bilingual education (Chang, 2008;Wei, 2011;Lau and Richards, 2021).…”

Section: Parental Perceptions Of Bilingualism and Home Language Devel...mentioning

confidence: 99%

“…Recent research showed that most immigrant parents support bilingual education ( Chang, 2008 ; Wei, 2011 ; Lau and Richards, 2021 ). Their reasons are focused on the hope that their children can develop a sense of national identity with their cultural roots, be able to communicate in the home language with older generations, and gain more job opportunities when they enter society (e.g., Tseng and Fuligni, 2000 ; Lao, 2004 ; Surrain, 2021 ; Hwang et al, 2022 ).…”

Section: Parental Perceptions Of Bilingualism and Home Language Devel...mentioning

confidence: 99%

Parental perceptions of bilingualism and home language vocabulary: Young bilingual children from low-income immigrant Mexican American and Chinese American families

et al. 2023

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Dual language learners (DLLs), especially those from immigrant families in the United States, risk losing their home language as they gradually shift to speaking English as they grow up. Given the potential benefits of bilingualism on children’s cognitive, linguistic, and social–emotional development, it is crucial to maintain children’s home language to foster bilingual development. The current literature suggests that parental beliefs toward bilingualism and the language and literacy environment are linked to children’s language development. With the growing number of DLLs living in the United States, little is known about what parental beliefs about bilingualism of their children are integrated into these bilingual households and parents’ role in home language maintenance. The present study addresses the gap in the literature by investigating low-income immigrant families, specifically Chinese American and Mexican American families, and exploring the parental perceptions of children’s bilingual language learning. Further, the present study examines the relations among parental perceptions of bilingualism, home language and literacy practices, and home language oral proficiency. Data were collected from a total of 41 Mexican American and 91 Chinese American low-income immigrant families with DLLs ages 50–88 months who had been recruited from Head Start programs and state-funded preschools in Northern California when the children were 3–4 years old. Information about shared reading frequency, home language exposure and usage, and parental perceptions of bilingualism was collected through parental interviews, and DLLs’ home language oral proficiency was individually assessed. No significant difference in home language oral proficiency was observed between the two groups. Principal Components Analysis on the parental perceptions of bilingualism measure revealed two components, “Importance of Being Bilingual” and “English over Bilingualism.” Stepwise regression analysis results show that “Importance of Being Bilingual” was associated with children’s home language oral proficiency after controlling for culture, child age, the frequency of home language shared book reading, and child home language exposure and use. The results show that parents’ positive beliefs toward bilingualism are related to the children’s use of that language and their children’s language outcomes. Implications and suggestions for home language and literacy support for DLLs are discussed.

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Home Literacy Environment and Children’s English Language and Literacy Skills in Hong Kong

Cited by 22 publications

References 93 publications

Academic Outcomes of Homeschooled Versus Conventionally Schooled Children Pursuing the Accelerated Christian Education Curriculum in Kenya

Academic Outcomes of Homeschooled Versus Conventionally Schooled Children Pursuing the Accelerated Christian Education Curriculum in Kenya

Chinese parents’ experiences of reading English storybooks to preschool children: A case in Guangzhou, China

Parental perceptions of bilingualism and home language vocabulary: Young bilingual children from low-income immigrant Mexican American and Chinese American families

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