Home-based practices in bilingual children's transition to literacy
Acta Psychologica, cilt.270, 2026 (SSCI, Scopus)
- Yayın Türü: Makale / Tam Makale
- Cilt numarası: 270
- Basım Tarihi: 2026
- Doi Numarası: 10.1016/j.actpsy.2026.107922
- Dergi Adı: Acta Psychologica
- Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Scopus, Periodicals Index Online, EMBASE, Linguistic Bibliography, MEDLINE, MLA - Modern Language Association Database, Psycinfo, Directory of Open Access Journals, MLA International Bibliography, Academic Search Ultimate (EBSCO), Natural Science Collection (ProQuest), Biological Science Database (ProQuest), Health Research Premium Collection (ProQuest)
- Anahtar Kelimeler: Bilingual children, Bilingualism, Early literacy, Family literacy, Home literacy environment
- Ankara Yıldırım Beyazıt Üniversitesi Adresli: Evet
Özet
Early literacy development is shaped by children's linguistic experiences across home, school, and social environments. For bilingual children, literacy acquisition involves interactions among language exposure, metalinguistic awareness, family practices, and opportunities for social participation. This qualitative descriptive study aimed to explore parents' experiences and perspectives regarding home-based literacy practices during bilingual children's transition to literacy. The participants consisted of 30 parents from Arabic-speaking bilingual families living in socioeconomically disadvantaged regions in Türkiye. Data were collected through semi-structured interviews and analyzed using content analysis. The findings were organized under three main themes: Early Literacy Experiences, Family and Social Support and Literacy Development Processes. Parents emphasized the importance of peer interaction, play-based communication, early childhood education, and family participation in supporting bilingual children's language and literacy experiences. Participants also highlighted the role of social interaction and natural language exposure in children's adaptation to school and literacy-related practices. The findings suggest that home literacy experiences, social interaction, and early educational opportunities may support bilingual children's cognitive, socio-emotional, and literacy development processes. The study contributes to the literature by providing insight into parents' experiences regarding bilingual literacy development and offers practical implications for families, teachers, and early childhood education professionals.