Abstract
Early literacy development is shaped by children's linguistic experiences across home, school, and social environments. For bilingual children, literacy acquisition involves interactions among language exposure, metalinguistic awareness, family practices, and opportunities for social participation. This qualitative descriptive study aimed to explore parents' experiences and perspectives regarding home-based literacy practices during bilingual children's transition to literacy. The participants consisted of 30 parents from Arabic-speaking bilingual families living in socioeconomically disadvantaged regions in Türkiye. Data were collected through semi-structured interviews and analyzed using content analysis. The findings were organized under three main themes: Early Literacy Experiences, Family and Social Support and Literacy Development Processes. Parents emphasized the importance of peer interaction, play-based communication, early childhood education, and family participation in supporting bilingual children's language and literacy experiences. Participants also highlighted the role of social interaction and natural language exposure in children's adaptation to school and literacy-related practices. The findings suggest that home literacy experiences, social interaction, and early educational opportunities may support bilingual children's cognitive, socio-emotional, and literacy development processes. The study contributes to the literature by providing insight into parents' experiences regarding bilingual literacy development and offers practical implications for families, teachers, and early childhood education professionals.