First-generation Chinese-speaking families’ attitudes and motivations in a Spanish-English dual language bilingual program

Abstract

Aims and objectives:

With a growing number of dual language bilingual programs in NYC, many bilingual families enroll their child in dual language programs to support their child’s multilingualism and academic development across languages. However, there are not enough studies that explore how these families support their children in this unique environment. Employing Cultural Historical Activity Theory (CHAT), we investigated how Chinese bilingual immigrant families supported their child’s language and academic learning.

Methodology:

This study consisted on a qualitative case study to understand the attitudes and motivations of three Chinese bilingual immigrant families that were considered members of a culture-sharing group.

Data and analysis:

Data sources included interviews, surveys that the families completed, and observation notes. The data were explored following a two-step level of interpretation using CHAT and constructs such as historical tensions and the elements of the activity system.

Findings:

Findings revealed that families’ systems of support for their children were complex and thoughtfully organized as both explicit and tacit forms of support. The explicit forms of supports included (1) the contradictory role of technology and (2) the existence of a network of interacting systems (i.e., third learning spaces and ZPDs); the tacit forms of support and related findings included (1) the effort to set rules and ensure home work for culturally relevant learning and (2) the presence of multidimensional learning through intergenerational support.

Originality:

This study illuminates the learning of Chinese emergent multilingual students in a Spanish-English dual language bilingual program, who were considered a minority within a minority and represent a group of learners that has been rarely explored.

Implications:

This study highlights the importance to deeply inquire and value the transnational funds of knowledge of students and their families’ efforts as they strive to support their children in growing as emergent multilingual individuals.