English first additional language learning through parental input

Abstract

The learning process of a new language implies many different aspects to be considered and one of those aspects is the social component, family and society, that is always present in the learning processes. It is important to get to know what those roles are in the specific social context; how families/caregivers are supporting their children and the connection these actions have with academic performance in the English first additional classroom. Thus, this, this paper addressed the following research question: What is the importance of parental input in English first additional language? The aim of the study is to explore parental input in English first additional language. Data was gathered through a systematic literature review, and during the search, only English language was the subject of teaching in settings where English is not the language of the majority. After screening the papers, settled for only those that met all inclusion criteria for data extraction and analysis. Findings revealed that that parents are their child’s first teachers; thus, their involvement in additional language development is critical in enhancing academic performance. As the children’s ?rst learning experiences are tied to their home environment, the parents are important in creating a favourable learning environment for their children. Also, parents who read books with their child before the child goes to school, particularly primary school, and parents who participate in their child’s reading and managing homework outside school hours are the best predictors of academic achievement. However, some parents in disadvantaged communities had literacy challenges, thus unmotivated to assist their children with homework, unlike the educated parents, especially in semi- and urban areas who possess some academic knowledge to manage EFAL homework.