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Chinese-speaking parents’ perspectives on interactive pen technology for bilingual language development in the United States
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DOI：10.1080/15391523.2026.2661638.png)
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Abstract
En 中文
This qualitative study examined Chinese-speaking parents’ perceptions of interactive pens for bilingual language development in the United States. Through interviews with six parents, three key themes emerged: efforts to maintain cultural and linguistic heritage, recognition of the instrumental value of English, and views on interactive pens as supplemental tools rather than replacements for shared reading. Findings highlight how parental language ideologies shape technology use, revealing both the potential and limits of interactive pens in supporting biliteracy. The study underscores the importance of aligning educational technologies with families’ linguistic goals and cultural contexts.
Keywords:
Language ideologies
bilingual language development
biliteracy
educational technology
heritage language maintenance
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