Impacts of home literacy environment on children’s English language learning as a second language

• Autores: Catrina Cuina Liu, Kevin Kien Hoa Chung
• Localización: European Journal of Psychology of Education, ISSN-e 1878-5174, ISSN 0256-2928, Vol. 39, Nº 2, 2024, págs. 1421-1439
• Idioma: inglés
• DOI: 10.1007/s10212-023-00745-x
• Texto completo no disponible (Saber más ...)
• Resumen

  • This study investigated the impact of home literacy environment (HLE) on the acquisition of English as a second language (L2) and reading skills in Chinese-speaking kindergarten children. The sample was 354 kindergarten children (mean age: 60.37 months, SD = 7.25; 186 boys, 52.5%) in Hong Kong, China. Mothers completed a questionnaire measuring family socioeconomic status (SES), parent-directed HLE, and child-initiated HLE in learning English. Children were assessed on their English language and reading skills: phonological awareness, letter knowledge, vocabulary, word reading, and rapid naming. After the role of family SES was controlled, child-initiated HLE instead of parent-directed HLE was found to uniquely predict phonological awareness, letter knowledge, and rapid naming, which jointly contributed to English word reading. Family SES was also a significant correlate of cognitive-linguistic skills and English language skills. The findings highlighted the importance of child-initiated HLE in promoting children’s English language learning as L2.

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