Parental involvement in language studying

Nowadays multilingual education gains essential importance among society. Studying the languages becomes one of the most necessary options in globalized world. However, this subject is very wide. It contains many aspects of languages. The particular point of my interest  is how multilingual and immigrant parents involved in their children`s language learning in society. 

Many researchers tried to research the link between parental involvement and student`s academic achievements. For instance, Thao (2009) compared immigrant parents involvement in language learning and how United States parents involved in education process of their children “it is concerning that while immigrant parents highly value education, studies find they are also less likely to be involved in their child’s education and school than parents born in the United States” (p.1). It is known fact that new arrived people face difficulties such as language differences, culture shock and adaptation in unfamiliar society. Language acquisition is one of the most painful in this adaptation. Children especially need the support from their parents at the first stage of learning.

Furthermore, Soto (1997), Valenzuela (1999), Wang (1995), Wang & Phillion, (2007) stated that “in order to maintain their [immigrants] home language, culture, and identity, minority groups have had to fight for their [immigrants] home languages and for broader issues of social justice” (as cited in Wang, 2009, p.13). Investigating the problem of parental involvement we should not to forget about minorities. For minority groups it is very encouraged to integrate in the society and help their children to do so where the dominant language is apart from their native one.

Noel, Stark, and Redford (2013) in their research work made an survey among thousands of parents and came to the conclusion that in primary school parents participate actively in children`s education, while in high school this indicator decreases and shows that parents involve less. Also the survey delineates how the participation of parents depends on the sex of children: female students` parents participate in school activities and help their children, however, male students` parents attend less to their children`s education process.

In conclusion I want to emphasize the role of parents in complicated education process of their children. At the first stages of studying languages, parents should support them and attend in children`s language acquisition. One of the main points is combining and reasonable studying languages in multilingual families and immigrant families. That is the theme of my interest to investigate.

 

 

References

Thao, M. (2009). Parent Involvement in School: Engaging Immigrant Parents. Wilder Research. 4 pp.

Wang, Y. (2009). Language, Parents' Involvement, and Social Justice: The Fight for Maintaining Minority Home Language: A Chinese-Language Case Study. Multicultural Education, v16 n4 p13-18 Sum 2009. 6 pp.

Noel, A., Stark, P., & Redford, J. (2013). Parent and Family Involvement in Education, from the National Household Education Surveys Program of 2012. First Look. NCES 2013-028. National Center for Education Statistics. 57 pp.

Benefits of mother vs. father involvement in children’s language development  

During only the past three decades social scientists and educators have begun to pay attention on understanding men’s experience with children and the role of fathers in child language development. Little research has been conducted whether mothers and fathers are differently involved in development of children's literacy. Some studies show that both mothers and fathers communicate with their children in similar ways. However, there is growing number of research that indicate where in families with two working parents, fathers may have more impact on a child’s language development than mothers (Cabrera & Tamis-LeMonda, 2013). 

In support of these discussions, Pancsofar and Vernon-Feagans (2006) conducted a research on parent involvement in children’s language development. Family is a small society, which plays a pivotal role in a child development. The authors state that fathers are not only important in children’s language development; they also matter more than mothers. The authors also indicate that both parents interact differently with their children. For example, fathers tend to spend more time playing with their children and use more words, a broader vocabulary during this activity. It allows children have more advanced language skills a year later. On contrary, mothers tend to spend more time talking and giving directions. And they more likely to choose words the kids are familiar with. 

It is also equally important to mention about the role of grandparents, who were the main bearers of traditions, customs and popular wisdom, and had a great impact on children development and upbringing. That is why a mother in Kazakh families had to give her child to her husband’s parents. The first-born child in a family traditionally grow up with his/her grandparents.

From the viewpoint of the authors, one can reveal that in the past mothers were the only people who were responsible for children’s language development which was quite similar phenomenon in Kazakhstan as well. And fathers were responsible for the economic well-being of family, maintaining households and providing financial support. In our society man always played a significant role in the family: they were breadwinners, they maintained family. However, today with more women in the workforce and the changing role of men in families, children have greater interactions with their fathers, too.

  

Reference

Cabrera, N. J., & Tamis-LeMonda, C. S. (Eds.). (2013). Handbook of father involvement: 

         Multidisciplinary perspectives. Routledge.

Pancsofar, N., & Vernon-Feagans, L. (2006). Mother and father language input to young 

         children: Contributions to later language development. Journal of Applied 

         Developmental Psychology, 27(6), 571-587.

Parental Involvement in Language Learning

Language is the best example of societal nature of human beings: one is unlikely to learn a language unless he/she perceives it at least once. It is really amazing to study how a child starts speaking when not only articulation is changing but also a learner acquires cultural aspects of a language. Since parents are usually the first speaking environment for a child, it is reasonable to describe the influence of their speaking skills on developing child’s literacy in order to determine fields for further research.

It is not a secret that the first method of acquiring a language is imitation. This means that children simply repeat all those sound they hear. Therefore, children tend to change word forms adopting them to their articulation. Speaking the language of parents, children can even learn two languages. This language acquisition method is called “one parent, one language”.

However, as soon as parents realize that their children need more help in developing language skills, they invite external speakers including babysitters, grandparents, or tutors. The reasons for that can vary: to ensure children’s prosperous future, to load brain activity, or to make them speak language(s) they want(ed) to learn.

But even if parents ask for this help, they still keep being influential for children’s speaking environment creating domains and encouraging (or sometimes discouraging) language learning. As a result, a child differentiates languages spoken to mother and father (referring to “one parent, one language” strategy) or the purpose of speech: one language for informal speech, another - for study, and the third one – for physical activities.

All these examples demonstrate the indispensable role of parents in the process of language acquisition. In this reason, it will be really interesting to me to investigate parents’ beliefs about language learning by their children. This study will help to explain why parents choose certain language for their children and what kind of means they use.