Chinese Australian Children’s Shared Reading Experiences at Home and in Preschools: A Case Study on Parents and Educators’ Attitudes and Practices

Abstract

This case study investigates two Chinese children’s shared reading experiences in both home and preschool contexts. The parents and the educators were interviewed about their general attitudes and practices relating to shared reading for promoting the Chinese children’s bilingual development. Detailed observations were undertaken to record the parents and the educators’ interactions with the children during shared reading. The language use of the parents and the educators was analyzed with systemic functional linguistic theories. The findings demonstrate significant differences between the two cases, although the two children shared the same cultural and language learning background. The educators played a critical role in shaping the children’s shared reading experiences in the preschool and the nature of educator–parent cooperation. The mothers provided rich language learning opportunities for their children through active interactions in shared reading; however, the positive home learning experiences could not contribute to the children’s language learning in their preschools without effective educator–parent cooperation. This study suggests there are significant opportunities and strategies for the parents and the educators to capitalize on the educational functions of shared reading for facilitating Chinese children’s bilingual development based on mutual understanding and close cooperation.