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

Cuina Catrina LIU, Kevin Kien Hoa CHUNG

Research output: Contribution to journalArticlespeer-review

Abstract

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. Copyright © 2023 Instituto Universitário de Ciências Psicológicas, Sociais e da Vida.

Original languageEnglish
JournalEuropean Journal of Psychology of Education
Early online dateSept 2023
DOIs
Publication statusE-pub ahead of print - Sept 2023

Citation

Liu, C. C., & Chung, K. K. H. (2023). Impacts of home literacy environment on children’s English language learning as a second language. European Journal of Psychology of Education. Advance online publication. https://doi.org/10.1007/s10212-023-00745-x

Keywords

  • Home literacy environment
  • English literacy learning
  • L2

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