Language, literacy, and media experiences at home and Chinese dual language development

Chinese-English dual language learners (DLLs) are the second largest DLL population in the United States. The current study examined Chinese-English DLLs' language, literacy, and media experiences at home in relation to children's receptive vocabulary in both languages. Participants were 90 Chinese-English DLL preschoolers and their parents. Parents reported children's relative language exposure and use, and engagement in language (e.g., storytelling), literacy (e.g., book reading), and media (e.g., TV/video watching) activities in Chinese and English at home. Children's Chinese and English receptive vocabularies were assessed twice in the preschool year. Children's engagement in Chinese media activities and English language and media activities predicted DLLs' receptive vocabulary in the respective language. Using a person-centered approach, we identified three distinct profiles of Chinese DLLs' language, literacy, and media experiences at home, which were further linked to four different patterns of receptive vocabulary development. Theoretical and practical implications of these findings were discussed.