The relationship between parental involvement and children’s language acquisition

Alexander Funk Yun Leong (2024) The relationship between parental involvement and children’s language acquisition. Chinese as a Second Language Research, 13. pp. 59-78. ISSN 2193-2263

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Abstract

This study proposes that when parents are involved in providing learning support, the success rates for language acquisition are significantly higher. This paper explores the pedagogical strategies employed by non-Mandarin speaking parents through interactions to support their children’s language development. A cross case analysis carried out with five high achieving children and their families showed that parents were involved personally in their child’s education. They took it upon themselves to read with the child, play with the child, learn the language together with the child, assess the child and create opportunities for the child to practise the language. The study revealed that the support and psychological tools parents used helped to mediate their children’s language development process within family practices. These psychological tools could be adopted in classroom settings to supplement language acquisition pedagogies used by teachers.

Item Type:	Article
Keyword:	Collaborative learning, Mediated learning, Parental involvement
Subjects:	L Education > LB Theory and practice of education > LB5-3640 Theory and practice of education > LB1139.2-1139.5 Early childhood education L Education > LC Special aspects of education > LC8-6691 Special aspects of education > LC1390-5160.3 Education of special classes of persons > LC3950-4806.5 Exceptional children and youth. Special education > LC4001-4806.5 Children and youth with disabilities. Learning disabled children and youth
Department:	FACULTY > Faculty of Education and Sport Studies
Depositing User:	JUNAINE JASNI -
Date Deposited:	06 Aug 2025 08:50
Last Modified:	06 Aug 2025 08:50
URI:	https://eprints.ums.edu.my/id/eprint/44772

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