Volume 3,Issue 8
Empowering Chinese and English Bilingualism in Chinese Preschoolers: The Role of Conversational Reading
This study examines the effectiveness of conversational reading interventions in supporting bilingual language development among Chinese preschool children. Grounded in ecological systems theory, the investigation focuses on vocabulary, syntactic development, and pragmatic competence while accounting for individual differences such as age and prior language exposure. Semi-structured interviews with educators, parents, and children provide qualitative evidence regarding the intervention’s impact. Participants reported enhanced linguistic confidence, increased cross-linguistic transfer, and greater engagement during shared reading. Teachers and parents also emphasized the value of culturally relevant texts and sustained adult–child interaction. The findings offer empirically informed recommendations for integrating conversational reading into early childhood programs and underscore the importance of coordinated home–school efforts in promoting early bilingual communication skills.
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