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Home as a Gendered Space for Early Biliteracy Development: The Case of Chinese-Canadian First Graders
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  • Guofang Li,
  • Zhen Lin,
  • Ryan Xuejun Ji,
  • Lee Gunderson,
  • Fubiao Zhen
Guofang Li
The University of British Columbia Faculty of Education

Corresponding Author:[email protected]

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Zhen Lin
The University of British Columbia Faculty of Education
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Ryan Xuejun Ji
The University of British Columbia Faculty of Education
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Lee Gunderson
The University of British Columbia Faculty of Education
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Fubiao Zhen
The University of British Columbia Faculty of Education
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Abstract

This mixed-method study examines how different home literacy environments shape gender differences in Chinese-Canadian first graders’ (N=76) bilingual lexical attainment and literacy engagement. Quantitative analyses indicate that Chinese-Canadian girls outperform boys in both L1 and L2 vocabulary. Gender differences were not associated with quantity of language exposure at home in either language but rather with quality of home language input. Quality was found to be differentially associated by gender with boys having quality input in both languages at home. Results reveal that parents engage in more quality home literacy practices with girls than boys. Parental expectations and belief in gender differences, particularly girls’ superiority in language learning and self-regulation, shaped gendered home literacy engagement.