A Comparative Review of Family and School Contexts in Child Second Language Acquisition
DOI:
https://doi.org/10.54097/kzv94q74Keywords:
Second Language Acquisition, Family Context, School Context, InteractionAbstract
This comprehensive review integrates recent research on the key roles of family and school environments in children's second language acquisition, carefully comparing their impacts, interactions, and outcomes. Drawing on relevant studies from 2018 to 2025, it examines how school factors such as family dynamics, parental involvement, family literacy environment (HLE), teacher-student interaction, teaching strategies, and peer dynamics affect children's second language proficiency. This review discusses the synergistic effects and occasional conflicting effects of these backgrounds, focusing on how socioeconomic status (SES), cultural factors, and teaching quality regulate this effectiveness. The main findings indicate that the family environment provides necessary emotional and language support, promoting the growth of early vocabulary and conversational skills, while the structured learning environment created by schools is crucial for the development of academic language. This article reveals significant shortcomings in longitudinal, cross-cultural, and technology centered research, and proposes directions for improving second language acquisition strategies for future research. By integrating research results from different environments, this review aims to provide relevant information for educators, policy makers, and families, and create the most appropriate second language learning environment for young learners.
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