Electronic Thesis and Dissertation Repository

Thesis Format

Monograph

Degree

Master of Arts

Program

Education

Supervisor

Heydon，Rachel

2nd Supervisor

Zhang, Zheng

Abstract

Abstract

The purpose of this systematic literature review (SLR) is to investigate the practices and roles of Chinese parents and Chinese heritage language (CHL) teachers in Chinese children’s literacy learning at home and in the CHL classrooms. Through the theoretical framework that is, in part, premised in a pedagogy of multiliteracies, this SLR generated data from 41 screened articles. The articles are based on Chinese parents and CHL teachers’ experiences and understandings in regard to Chinese children’s Chinese and English acquisition. Findings indicate that this study offers scholars future areas of research to investigate which includes literacy learning activities that meet the needs of culturally and linguistically diverse families and professional CHL teacher training curriculum. It further contributes to existent understandings of the practices and roles of parents and teachers in Chinese children’s literacy learning in the out-of-school (public) contexts and offers insights into home- school-community partnerships and professional CHL teacher training to support culturally and linguistically diverse children’s literacy acquisition.

Summary for Lay Audience

Summary for Lay Audience

Chinese children’s multilingual language acquisition is intertwined with influences from their parents and teachers. The complementary supports between home and school are important for these children’s multilingual language and literacy learning opportunities. Some Chinese parents and Chinese heritage language (CHL) teachers need to improve their confidence and methods about Chinese children’s literacy learning. My SLR focuses on Chinese parents and CHL teachers and intends to contribute to the existing literature by providing a summary of the findings on their practices and roles in Chinese children’s literacy learning in the out-of-school (public) contexts.

I have reviewed 41 selected studies of empirical qualitative research related to Chinese parents’ and CHL teachers’ practices and roles in Chinese children’s literacy acquisition. I screened and reviewed these studies based on explicit search approaches and thematic analyses. I synthesized the extracted information and reported the findings in detail to reproduce the results. This study contributed to the current understanding of Chinese parents’ and CHL teachers’ practices and roles in Chinese children’s literacy learning. It also provided insights into the culturally and linguistically diverse children’s literacy learning needs and interests in the 21st century. Based on my review, the literacy educators and researchers may build family-school-community partnership and develop professional CHL teacher training to support Chinese children’s literacy learning in the out-of-school (public) contexts.

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