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Family literacy is important for Chinese immigrant families who are concerned for their children's English and Chinese biliteracy development. This systematic literature review uses multiliteracies as the theoretical lens to analyze 17 studies from the ERIC database. The review aims to synthesize reported family literacy practices (including both English- and Chinese-related literacy practices) in English-dominated countries and analyze how literacy is perceived in the literature. Findings suggest that Chinese immigrant families use various materials, blended situated practices, and overt instruction as the main pedagogical approaches to support children's biliteracy development in family contexts. Most researchers and parents conceptualize literacy as mere literacy; only a few researchers and parents use a broader definition of literacy that expands literacy learning from reading and writing to speaking and viewing. The findings also suggest that Chinese immigrant children's literacy learning is closely related to cultural, economic, and social capital, power relations, and inequity. This systematic literature review refers to the importance of raising researchers' and Chinese immigrant families' awareness of promoting critical framing and transformed practices in family literacy practices which could lead to actions that change their social realities. |
