Effects of Parental Beliefs Toward Bilingual Education and Parents’ Bilingual Proficiency on Korean-Chinese Children’s Bilingual Proficiency in China: Children’s Codemixing as Mediator

The purpose of this study is to investigate themediating role of codemixing in the relationship between parental beliefs towardbilingual education, parents’ bilingual proficiency, and children’s bilingualproficiency. A sample of 142 pairs of Korean-Chinese third graders and their parentsparticipated in this research. The results revealed that parental beliefs towardbilingual education, parents’ bilingual proficiency, and children’s codemixing werepositively associated with children’s bilingual proficiency. Furthermore, the effectsof parental beliefs toward bilingual education and parents’ bilingual proficiency onthe children’s bilingual proficiency were partially mediated by children’scodemixing. These findings highlight the crucial role of parental factors onchildren’s bilingual development, suggesting that family interventions should beincorporated into the process of children’s bilingual acquisition. By examining themediating role of children’s codemixing, this study provides valuable insight intothe mechanism for improving bilingual proficiency in children.