Purpose: To investigate the emergent literacy aspirations and practices of Australian parents raising preschool-aged children (3;0–5;11 years) in bilingual environments. Methodology: Seventy-two parents raising children in bilingual contexts completed an online survey exploring language proficiency, emergent literacy aspirations and practices in English and their primary additional home language. Responses were compared across four participant groups based on a 2 × 2 comparison considering: (a) aspirations for biliteracy and bilingualism or oral bilingualism only and (b) developmental concerns (concerns vs. not). Data and Analysis: Descriptive statistics were used to summarise emergent literacy practices across English and the primary additional language within the home. An independent samples t -test was used to compare the frequency of emergent literacy practices. Open-ended text responses concerning parents’ biliterate and bilingual versus oral bilingual only aspirations were analysed qualitatively. Findings: More (67%) participants aspired to raise their child to be biliterate and bilingual, with fewer (33%) aspiring for oral bilingualism only. Two themes emerged regarding participants reasons for their aspirations: (a) biliteracy is valuable for my child’s development, life opportunities, family and culture , and (b) biliteracy would be good, but . . . Participants who aspired for their child to be biliterate and bilingual engaged in significantly more emergent literacy practices at home in the primary additional language compared to participants who aspired for their child to be oral bilingual only. Both groups, however, still engaged more in English emergent literacy practices at home. Originality: This study provides a novel perspective from Australian parents on raising their children to be biliterate and bilingual including deeper exploration of their aspirations and practices to achieve biliteracy. Implications: Many but not all Australian parents raising preschool-aged children in bilingual environments desire for them to be both biliterate and bilingual. This highlights the need for innovative emergent literacy programmes that offer flexibility for parents to effectively incorporate home languages.
Ibric et al. (Mon,) studied this question.