Home Environment and Development of English as a Second/Foreign Language for Young Children in Asian Contexts: A Systematic Review and Meta-Analysis

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Family Environment; Meta Analysis; English (Second Language); Second Language Learning; Second Language Instruction; Ethnic Groups; Sociocultural Patterns; Native Language; Language Usage; Family Structure; Correlation; Asians; Databases; Preschool Children; Young Children; Family Literacy; Parent Attitudes; Language Attitudes; Phonological Awareness; Individual Characteristics; Culturally Relevant Education; Foreign Countries; Literacy; Parent Child Relationship

10.1080/10409289.2021.1981065

1040-9289
1556-6935

Research Findings: This study conducted a systematic review and meta-analysis to examine the relationship between the home environment and the development of English as a second/foreign language for young Asian children. A systematic search of relevant databases generated 22 eligible studies published between 2001 and 2020 (N[subscript total] = 3,953 children; M[subscript age] = 2.7-6 years), of which 12 (N[subscript total] = 2,164 children; M[subscript age] = 2.7-6 years) were subject to meta-analyses. The results indicated that various home factors (e.g., family demographics, home literacy activities, language use, and parents' beliefs and motivations) were positively associated with young Asian children's English language abilities, literacy skills, phonological awareness, and interest in learning English. The roles of particular home environmental factors in children's English development may vary across different aspects of English development. The influences of family structure, home language use, and literacy environment tended to vary across sociocultural contexts and ethnic groups. Moreover, specific child- and home-related characteristics moderated and/or mediated the relationships between several home environmental factors and children's cognitive-linguistic abilities. Practice or Policy: The findings of this study highlight the significance of the home environment in the development of English as a second/foreign language for young children in Asia. These findings have important practical and policy implications regarding the design and implementation of culturally appropriate family-based English interventions in Asian contexts.

As Provided

2023

EJ1373117