This qualitative case study examines how five Chinese first graders responded to bilingual English/Chinese picture books and how bilingual books used during an eight-week study session impacted their bilingual and biliteracy development. Reader response and socio-cultural theories were the theoretical perspectives that underpin this study. Four bilingual picture books were selected for the five participating Chinese children to read during an eight-week period. The researchers specifically sought answers to two questions: (1) How do Chinese children respond to the bilingual books? (2) What impact do the bilingual book study sessions have on children’s bilingual and biliteracy development? The findings suggested these children responded positively by becoming engaged, making connections, activating cultural and background knowledge, and showing unnoticed talent. In addition, bilingual books, combined with appropriate instruction, can be a powerful resource to promote bilingual and biliteracy development.
Hu, R., Chen, X., & Li, X. (2012). Exploring Bilingual Books with Five Chinese First Graders: Children’s Responses and Biliteracy Development. Reading Horizons, 52 (1). Retrieved from https://scholarworks.wmich.edu/reading_horizons/vol52/iss1/4