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Psychological-Educational Studies
2025. Vol. 17, no. 4, 23–39
doi:10.17759/psyedu.2025170402
ISSN: 2587-6139 (online)

The role of the home literacy environment in the development of biliteracy among pre-school and primary school age children

 
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Abstract

Context and relevance. The article presents a theoretical review of research of the Bilingual Home Literature Environment (BHLE) and its role in the development of a child's bilingual literacy in preschool and early school age. Objective. Special attention is paid to the BHLE structure based on the criteria for balanced environment in each of the two languages; the implicit positions of parents concerning the child's mental development (acceleration, ignoring, amplification) in an impoverished and enriched family educational environment and beliefs of parents towards the development of bilingual literacy (skill-pragmatic, personal-holistic and mixed). Results. The differences in the literary behavior of parents depending on value orientations in the development of balanced bilingual literacy in children are highlighted. Conclusions. The results of the analyzed studies highlight the central role of the family and the interactive component of BHLE in supporting biliteracy, especially writing, in a bilingual learning environment. The proposed model of the BHLE structure as a variant of a family enriched educational environment can be used in further empirical studies.

General Information

Keywords: bilingual family, bilingual literacy, home enriched literary environment, language personality of the child, child-parent interactions

Journal rubric: Developmental Psychology

Article type: scientific article

DOI: https://doi.org/10.17759/psyedu.2025170402

Received 05.06.2024

Revised 26.11.2025

Accepted

Published

For citation: Chesnokova, O.B., Churbanova, S.M. (2025). The role of the home literacy environment in the development of biliteracy among pre-school and primary school age children. Psychological-Educational Studies, 17(4), 23–39. (In Russ.). https://doi.org/10.17759/psyedu.2025170402

© Chesnokova O.B., Churbanova S.M., 2025

License: CC BY-NC 4.0

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Information About the Authors

Olga B. Chesnokova, Candidate of Science (Psychology), Associate Professor, Department of Developmental Psychology, Faculty of Psychology, Lomonosov Moscow State University, Moscow, Russian Federation, ORCID: https://orcid.org/0009-0003-9504-3352, e-mail: olgach1234@googlemail.com

Svetlana M. Churbanova, Candidate of Science (Psychology), Associate Professor, Department of Developmental Psychology, Faculty of Psychology, Lomonosov Moscow State University, Moscow, Russian Federation, ORCID: https://orcid.org/0009-0006-7853-3589, e-mail: svetlanatch@mail.ru

Contribution of the authors

All authors contributed equally to the conception, planning, theoretical review, and preparation of this manuscript.

Conflict of interest

The authors declare no conflict of interest.

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