The role of home language environment and parental efforts in children’s English development in an EFL context

Abstract

Despite the unique status of English as a super-power among foreign languages in Korea, and researchers’ increasing interest in Korean parents’ zeal for achieving their children’s early bilingualism and willingness to invest heavily in private English education outside of school, insufficient attention has been paid to the role of parental involvement and English-friendly home environments in Korean children’s early bilingual education. Accordingly, this case study of one Korean family provides an in-depth exploration of how the home language environment, family language policy, and parental investment affected the children’s bilingual development as well as other aspects of family dynamics. The results show that such family capital as parents’ English language proficiency, ability to support and sustain English language practice at the home domain in an ELF context, and access to learning resources can support their consistent efforts to provide a rich linguistic environment with positive psychological support in the home domain. Pedagogical implications for Korean parents with high aspirations for their children’s bilingual development are discussed.

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