A Systematic Literature Review: Literacy Practices and Roles of Chinese Parents and Chinese Heritage Language Teachers In Chinese Children’s Literacy Learning
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.