Emergent Literacy in a Print-Rich Multilingual Home Environment
Ng Pei Fern, Yeo Kee Jiar

Abstract
Emergent literacy research has demonstrated that literacy development begins early in literate environment of family settings. This qualitative case study explored how literacy development in early years was enhanced in a print-rich multilingual environment. It involved 3 children from 3 families in a multilingual context. Data collection focused on emergent literacy of children and how home environment and family practice supported their literacy development. Data were collected through methodological triangulation of interviews; on-site observation of authentic interactions and literate environment; as well as an audit of home literacy resources. The data were analyzed, within and across cases, before identifying discrepancies and commonalities among participants. Three prominent themes emerged from the general research questions: (1) Quality parent-child or adult-child interaction and exchanges; (2) Immersion in language and print-rich environment; and (3) Intentional explicit instruction. In conclusion, insights gained from children’s early literacy challenges teachers and educators to think more broadly and inclusively about family literacy.

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