Abstract：Family literacy education has received much academic attention in the past decades. This study clarifies the connotations and denotations of family literacy at home and abroad, and reviews relevant institutional building and the development of theories and practices in China’s family literacy education. The main characteristics of China’s family literacy education include a tendency to support children with disabilities, a focus on home-school cooperation, and a dominant form of parent-child reading. Its main problems include: 1) Theoretical and practical research is not yet sufficient, especially for localized theoretical research considering national conditions; 2) There are not many participating departments, and China lags behind some countries in terms of the societal mobilization; 3) The focus is mostly on children, to the neglect of parents as adults and the family as a unit composed of parents and children. This study suggests that we should attach more importance to the research and practice of family literacy, develop family education theories with Chinese characteristics; strengthen departmental collaboration, government leadership, and participation of the entire society; build a “children and adults” literacy community, develop intergenerational projects, and shift the focus from children to families.
李英姿，王萍丽. 中国家庭读写教育的发展现状与思考[J]. 语言战略研究, 2023, 8(3): 25-34.
Li Yingzi and Wang Pingli. Family Literacy Education in China: Review and Reflections. , 2023, 8(3): 25-34.
