Parental views, home literacy, language learning: an ethnographic study of three Hong Kong immigrant families in Calgary
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2007
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Abstract
Literacy studies in recent decades have focused on the home environment as the place where a child's language and literacy development takes roots. Literacy is viewed as situated practices framed by sociocultural factors. While the study of English-speaking families had drawn much attention originally, recent years have seen the call for studying the home literacy environment of families from diverse cultural and linguistic backgrounds, in light of our ever-increasing multicultural population. Using an in-depth, ethnographic method, the present study focuses on three immigrant families from Hong Kong. The interplay of parental views, the home literacy environment and the language learning of the Canadian-born child is explored. Findings reveal significant themes such as parental expectations, home literacy milieu, bilingual development as well as identity constructs of the second generation in these immigrant homes. Implications are drawn for the school and policy making, and future research directions are discussed.
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Bibliography: p. 164-176
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Citation
Cheng, D. (2007). Parental views, home literacy, language learning: an ethnographic study of three Hong Kong immigrant families in Calgary (Master's thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca. doi:10.11575/PRISM/1283