Cross-language associations in bilingual home literacy: Language-specific practices and English literacy development among Chinese–Canadian first graders

Abstract

Although the home literacy environment (HLE) is known to influence early literacy, less is understood about how language-specific HLE components relate to literacy outcomes in bilingual children. This study examined the HLE of 104 first-grade Chinese–English bilinguals and its associations with English literacy. Parents completed parallel HLE questionnaires for Chinese and English, and children were assessed on English receptive vocabulary, letter–word recognition, and reading comprehension using standardized tests. Descriptive results showed children experienced a richer HLE in English than in Chinese, though parents engaged in literacy activities in both languages. Children performed above age expectations in reading-related skills but below average in receptive vocabulary. Hierarchical regression analyses revealed distinct patterns: English HLE had limited associations with English outcomes, whereas several Chinese HLE components were significantly linked to English literacy. When both HLEs were considered, Chinese book exposure and English digital device use positively predicted reading comprehension and overall reading, while Chinese digital device use negatively predicted reading comprehension and receptive vocabulary. These results highlight the differentiated roles of language-specific HLE components in bilingual contexts and suggest that bilingual HLEs function as integrated, interrelated literacy ecologies rather than separate monolingual environments. Supporting both languages at home may therefore enhance literacy outcomes across languages.