Two languages and two environments: Chinese parents’ and Australian educators’ views and practices relating to the language experiences of Chinese children at home and in early childhood centres

The language experiences of children from homes where languages other than English are spoken require serious consideration in Australian early childhood centres. Parents and educators play a critical role in shaping the language experiences of these children. The number of Chinese children in Australia attending early childhood centres has increased rapidly in recent years, due to the increase in the number of Chinese-speaking residents in Australia. However, research investigating preschool-aged Chinese children’s language experiences from their parents’ and educators’ perspectives is rare. The purpose of this study was to investigate the views of Chinese parents and monolingual English-speaking Australian educators regarding Chinese children’s bilingual development. The study also sought to understand how parents and educators shape Chinese children’s language experiences through their daily practices at home and in the early childhood centres.

Using a multi-case study design, this study presented the views and practices of a group of Chinese parents and Australian educators relating to home language maintenance, everyday communication, and the English development of preschool-aged Chinese children. Data consisted of semi-structured interviews, non-participant observation and artefacts such as educators’ program documents. These data were analysed using both top-down (from theory to data) and bottom-up (from data to theory) approaches.

The findings demonstrated that the parents highly valued bilingualism, and made considerable efforts to support their children developing their knowledge of the two languages. Parents’ views and practices were not always aligned with those of educators, however, giving rise to some tensions surrounding the types of approaches that should be taken regarding children’s use of both their home language and English. An analysis of the everyday conversations between parents and their children indicated that the children had rich language experiences in Mandarin at home, which could potentially be a valuable resource for their English development. While the educators showed positive attitudes towards Chinese children’s bilingual development, their perceptions about the role they should play in language education varied. The various strategies that the educators used to support Chinese children’s English development are discussed.

Drawing on the perspectives of parents and educators, this study offers new insights into preschool-aged Chinese children’s language experiences in Western countries. With implications for parents and educators for the support of language education for Chinese children, the findings offer opportunities for the enhancement of partnerships between Chinese parents and Australian educators, benefiting Chinese children’s development in language and other areas.