{"id":{"repo_id":"uwo","oai_identifier":"oai:uwo.scholaris.ca:20.500.14721/29986"},"canonical_url":"https://search.dev.ndltd.org/etd/uwo/oai:uwo.scholaris.ca:20.500.14721/29986","repository":{"repo_id":"uwo","name":"Western University","base_url":"https://uwo.scholaris.ca/server/oai/request"},"display":{"title":"A Systematic Literature Review: Literacy Practices and Roles of Chinese Parents and Chinese Heritage Language Teachers In Chinese Children’s Literacy Learning","abstract":"Abstract The purpose of this systematic literature review (SLR) is to investigate the practices and roles of Chinese parents and Chinese heritage language (CHL) teachers in Chinese children’s literacy learning at home and in the CHL classrooms. Through the theoretical framework that is, in part, premised in a pedagogy of multiliteracies, this SLR generated data from 41 screened articles. The articles are based on Chinese parents and CHL teachers’ experiences and understandings in regard to Chinese children’s Chinese and English acquisition. Findings indicate that this study offers scholars future areas of research to investigate which includes literacy learning activities that meet the needs of culturally and linguistically diverse families and professional CHL teacher training curriculum. It further contributes to existent understandings of the practices and roles of parents and teachers in Chinese children’s literacy learning in the out-of-school (public) contexts and offers insights into home- school-community partnerships and professional CHL teacher training to support culturally and linguistically diverse children’s literacy acquisition.","abstract_html":"Abstract The purpose of this systematic literature review (SLR) is to investigate the practices and roles of Chinese parents and Chinese heritage language (CHL) teachers in Chinese children’s literacy learning at home and in the CHL classrooms. Through the theoretical framework that is, in part, premised in a pedagogy of multiliteracies, this SLR generated data from 41 screened articles. The articles are based on Chinese parents and CHL teachers’ experiences and understandings in regard to Chinese children’s Chinese and English acquisition. Findings indicate that this study offers scholars future areas of research to investigate which includes literacy learning activities that meet the needs of culturally and linguistically diverse families and professional CHL teacher training curriculum. It further contributes to existent understandings of the practices and roles of parents and teachers in Chinese children’s literacy learning in the out-of-school (public) contexts and offers insights into home- school-community partnerships and professional CHL teacher training to support culturally and linguistically diverse children’s literacy acquisition.","abstract_has_math":false,"creators":["Han, Lu"],"institution":"The University of Western Ontario","degree_name":"MA","degree_level":null,"degree_discipline":"Education","degree_department":null,"school":null,"contributors":[],"advisors":["Heydon，Rachel","Zhang, Zheng"],"committee_chairs":[],"committee_members":[],"year":2020,"date_issued":"2020-04-15","date_published":"2020-04-15","updated_at":"2026-07-27T21:56:01Z","subjects":[],"languages":["en_ca"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://hdl.handle.net/20.500.14721/29986","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Heydon，Rachel","Zhang, Zheng"]},{"key":"dc:creator","label":"Author","values":["Han, Lu"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2025-07-10T18:35:33Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2025-07-10T18:35:33Z"]},{"key":"dc:date.issued","label":"Date","values":["2020-04-15"]},{"key":"dc:publisher","label":"Institution","values":["The University of Western Ontario"]},{"key":"dc:type","label":"Dc Type","values":["thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_name","label":"Degree Name","values":["MA"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["en_ca"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://hdl.handle.net/20.500.14721/29986"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["The thesis cover page in the PDF document includes references to Western University’s previous institutional repository platform, known as Scholarship@Western, and links to that platform (beginning with ir.lib.uwo.ca). In citing or referring to this thesis, use the DOI or handle from this page instead. Sample citation: Author name, \"Thesis title.\" (Year). Western University Open Repository. https://doi.org/10.71858/123456."]},{"key":"dc:description.abstract","label":"Abstract","values":["Abstract The purpose of this systematic literature review (SLR) is to investigate the practices and roles of Chinese parents and Chinese heritage language (CHL) teachers in Chinese children’s literacy learning at home and in the CHL classrooms. Through the theoretical framework that is, in part, premised in a pedagogy of multiliteracies, this SLR generated data from 41 screened articles. The articles are based on Chinese parents and CHL teachers’ experiences and understandings in regard to Chinese children’s Chinese and English acquisition. Findings indicate that this study offers scholars future areas of research to investigate which includes literacy learning activities that meet the needs of culturally and linguistically diverse families and professional CHL teacher training curriculum. It further contributes to existent understandings of the practices and roles of parents and teachers in Chinese children’s literacy learning in the out-of-school (public) contexts and offers insights into home- school-community partnerships and professional CHL teacher training to support culturally and linguistically diverse children’s literacy acquisition."]},{"key":"dc:title","label":"Title","values":["A Systematic Literature Review: Literacy Practices and Roles of Chinese Parents and Chinese Heritage Language Teachers In Chinese Children’s Literacy Learning"]}]}],"canonical_facts":{"dc:contributor.advisor":["Heydon，Rachel","Zhang, Zheng"],"dc:creator":["Han, Lu"],"dc:date.accessioned":["2025-07-10T18:35:33Z"],"dc:date.available":["2025-07-10T18:35:33Z"],"dc:date.issued":["2020-04-15"],"dc:description":["The thesis cover page in the PDF document includes references to Western University’s previous institutional repository platform, known as Scholarship@Western, and links to that platform (beginning with ir.lib.uwo.ca). In citing or referring to this thesis, use the DOI or handle from this page instead. Sample citation: Author name, \"Thesis title.\" (Year). Western University Open Repository. https://doi.org/10.71858/123456."],"dc:description.abstract":["Abstract The purpose of this systematic literature review (SLR) is to investigate the practices and roles of Chinese parents and Chinese heritage language (CHL) teachers in Chinese children’s literacy learning at home and in the CHL classrooms. Through the theoretical framework that is, in part, premised in a pedagogy of multiliteracies, this SLR generated data from 41 screened articles. The articles are based on Chinese parents and CHL teachers’ experiences and understandings in regard to Chinese children’s Chinese and English acquisition. Findings indicate that this study offers scholars future areas of research to investigate which includes literacy learning activities that meet the needs of culturally and linguistically diverse families and professional CHL teacher training curriculum. It further contributes to existent understandings of the practices and roles of parents and teachers in Chinese children’s literacy learning in the out-of-school (public) contexts and offers insights into home- school-community partnerships and professional CHL teacher training to support culturally and linguistically diverse children’s literacy acquisition."],"dc:identifier.uri":["https://hdl.handle.net/20.500.14721/29986"],"dc:language.iso":["en_ca"],"dc:publisher":["The University of Western Ontario"],"dc:title":["A Systematic Literature Review: Literacy Practices and Roles of Chinese Parents and Chinese Heritage Language Teachers In Chinese Children’s Literacy Learning"],"dc:type":["thesis"],"thesis:degree_discipline":["Education"],"thesis:degree_name":["MA"]},"updated_at":"2026-07-27T21:56:01Z"}