Second language learning in young children

Abstract

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Teacher Performance, Parent's Role, and Student Learning Outcomes in Muhammadiyah Junior High School

“…Xuesong (2006) claimed that families can influence the students' foreign languages learning both directly by training them to become a good language learners and indirectly by acting as language learning facilitators and teacher collaborators. Parents can show their positive attitude toward learning foreign languages by playing an active role in the students' learning process both at home and at school (Rosenbusch, 1987). Cooper and Maloof (1999) stated that students adopt a more positive attitude toward language learning when their parents asking questions about their foreign language lessons, helping their assignments, and trying to learn languages together with them.…”

An Investigation into the linguistic attitude of Saudi mothers towards their child’s English education (Involving Tabuk University Faculty and Administration Members) معرفة توجهات الأمهات السعودیات اللغویة تجاه تعلیم أطفالهم اللغة الإنجلیزیة

“…Young (1994) recognises that the parental view of foreign language learning, has a clear effect on the language development of their child. The reverse is also true: when parents have a passive response to a foreign language, participating in their child's learning (at school and home) can elicit positive feelings towards the acquisition of a second language (Rosenbusch, 1987). In addition to parental attitude, Jang (2012) states that the way literacy is practised within the home and educational motivations can be influenced by other characteristics, such as the levels of parental education and income.…”

La percepción de las familias ante la enseñanza de segundas lenguas

“…Teniendo en cuenta la importancia de una buena actitud en las familias para el aprendizaje de las lenguas extranjeras (Rosenbusch, 1987) y para predecir el nivel de éxito de los niños en el logro lingüístico (Baker, 1992), los resultados obtenidos nos permiten concluir que se debe aprovechar la buena disposición de las familias hacia la adquisición de un segundo idioma, tanto dentro como fuera del sistema escolar, para establecer protocolos de acogida de los padres a los centros bilingües, fomento de buenas prácticas en el contexto familiar, asesoramiento respecto a los centros externos de enseñanza de idiomas, entre otras actuaciones, todo ello en mejora de la calidad de la educación que reciben los niños y de un mayor logro de la competencia lingüística.…”