NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1082507
Record Type: Journal
Publication Date: 2015
Pages: 17
Abstractor: As Provided
ISSN: ISSN-0300-4430
Family Pedagogy: Parent-Child Interaction in Shared Book Reading
Li, Liang; Fleer, Marilyn
Early Child Development and Care, v185 n11-12 p1944-1960 2015
How parent-child interaction effectively supports children's bilingual heritage language development in a shared book-reading practice is an under-researched area. The in-depth study reported in this paper examined an episode of one child, a four-year-old girl and her father, reading an English story in Chinese. Approximately 70 hours of video observations were collected over nine months and analysed in order to understand how families used storybook reading to support heritage language development. Vygotsky's cultural-historical concepts of motives and conflicts form the foundation of the analysis. The study found that "two-way" engagement when reading a book, elaborations that went beyond the immediate text and creative playful abstractions connected to family practices all contributed to supporting heritage language development. It is argued that shared book reading not only illustrates effective family pedagogical practices for heritage language development, but also offers insights into building pedagogical practices for early years education.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia
Grant or Contract Numbers: N/A