“They’re Going to Forget About Their Mother Tongue”: Influence of Chinese Beliefs in Child Home Language and Literacy Development

Abstract

The primary aim of this study was to explore and understand Chinese American parents’ language and literacy beliefs, perceptions, and practices with regard to their preschool-age children. Using a convergent parallel mixed-methods study design, parents (seven mothers and one father) were recruited from a community center in a large southern city in the United States to participate in focus groups. Focus group transcripts were analyzed using a side-by-side approach to compare qualitative data from discussions in the focus groups with quantitative data from parents’ responses to a questionnaire. Six themes emerged from the parent focus group data: (a) expectation of bilingual/trilingual child language ability and concern about the loss of heritage language; (b) strategies to support child learning and language development; (c) learning-related tools and resources; (d) parent expectations of schools with regard to child learning and literacy development; (e) preparing children for a competitive future; and (f) challenges with supporting child language growth and literacy development. Parents were very clear about their roles regarding their child’s language development, with mothers and fathers taking on different roles depending on the learning situation and language in use. The quantitative data supported the qualitative findings. Directions for future research are suggested.