Acceso usuarios
Aims and objectives:
Many children grow up in bilingual families; however, little is known about how these families use their two languages in their home reading practices. The goal of this study was to examine the effect of language proficiency on the shared storybook reading practices of bilingual families.
Methodology:
We gathered questionnaire data about home reading activities in French–English bilingual families with 5-year-old children (n = 66) who had different proficiency levels in each language.
Data and analyses:
We compared home reading environment, parent reading practices, and child learning and interest in books across the families’ dominant and non-dominant languages using a series of 2-way mixed analyses of variance.
Findings:
Families gave more emphasis to reading practices in the family’s dominant language: they owned more books, read more often, spent more time, and started reading to the child at an earlier age in the dominant than in the non-dominant language. Dominance also affected parent reading behaviors: parents reported more often translating words and switching from their non-dominant to their dominant language. Parents reported that children enjoyed being read to and readily learned new words in both languages, but ratings were higher for the dominant language. Effects of dominance were strongest in families with less balanced language dominance.
Originality:
This study compares bilingual families’ home reading practices in both of their languages, providing a clearer picture of how families navigate early dual-language literacy in a bilingual community where both languages are spoken in everyday life and have similar sociolinguistic status.
Significance:
Results suggest that even in bilingual communities, family home reading practices may exacerbate uneven development across children’s two languages. These findings highlight the importance of identifying strategies to support enriched home reading practices in bilingual families’ non-dominant language.
