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

• Published in: Early education and development Vol. 34; no. 1; pp. 274 - 305
• Main Authors: Zhang, Xinyi, Lau, Carrie, Su, Yufen
• Format: Journal Article
• Language: English
• Published: Philadelphia Routledge 02.01.2023; Taylor & Francis Ltd
• Subjects: Asians; Children; Cognitive linguistics; Correlation; Culturally Relevant Education; Demography; Early childhood education; English; English (Second Language); English as a second language; English as a second language learning; Environmental Influences; Ethnic Groups; Families & family life; Family Environment; Family Literacy; Family Structure; Foreign Countries; Foreign language learning; Home environment; Individual Characteristics; Language; Language Attitudes; Language Usage; Literacy; Meta Analysis; Native Language; Parent Attitudes; Parent Child Relationship; Phonological Awareness; Preschool Children; Second Language Instruction; Second Language Learning; Second Languages; Sociocultural factors; Sociocultural Patterns; Systematic review; Young Children; Asia
• ISSN: 1040-9289; 1556-6935
• DOI: 10.1080/10409289.2021.1981065

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 total  = 3,953 children; M age  = 2.7-6 years), of which 12 (N total  = 2,164 children; M 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.