多语种神经科学
心理学
对话
发展心理学
双语教育
阅读(过程)
多语种
语言学
教育学
沟通
哲学
神经科学
作者
Luyao Liang,Dandan Wu,Hui Li
标识
DOI:10.1080/01434632.2022.2056190
摘要
This study explored the family language policy, bilingual parenting profiles, and the predictors among Chinese parents in Singapore. Altogether 175 parents of Chinese-English bilingual preschoolers (aged 2;6–5;6) were sampled and surveyed. The research results indicated that: (1) a majority of the parents (93.7%) believed in early bilingualism but differed in their beliefs about the appropriate starting age for early bilingualism; (2) two latent profiles of bilingual parenting emerged: Radical Bilingual Parenting (n = 91, 52.00%, bilingual reading activities from Age 2, longer hours of bilingual parent–child conversation); Moderate Bilingual Parenting (84, 48.00%, bilingual reading activities after Age 3, shorter hours of bilingual parent–child conversation); and (3) child’s age, their preschool education experience, and parents’ belief about the appropriate age to start early bilingualism predicted the profile of bilingual parenting. Implications for language policymaking and early bilingual parenting are discussed.
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