A cross-sectional content analysis of Chinese/English bilingual children’s picture books: Language, culture, and gender contexts

Abstract

This study conducted a content analysis of five Chinese/English bilingual picture books, exploring their linguistic, cultural, and gender representations. Books were purposively sampled from a specialized dual-language press based on bilingual originality, age-appropriateness (ages 2–12), and publication within the last decade. The primary data consisted of the full textual and visual contents of the selected books. Data were collected through systematic examination of each book using three codebooks—developed from prior research—addressing bilingual text presentation, cultural perspectives, and gender representation. The researcher applied deductive coding to identify and record positive and negative criteria in Microsoft Excel, covering formatting, readability, cultural authenticity, and gender role portrayal. Findings indicate high linguistic and cultural quality, with balanced bilingual formatting and authentic cultural integration, but the persistence of some traditional gender stereotypes. The study highlights the need for bilingual children’s picture books to actively challenge gender norms, offering educators a framework for selecting materials that promote language learning, cultural awareness, and inclusive representation in multilingual and multicultural educational contexts.