The Effect of Socio-cultural Background on Learning English as a Foreign Language for Young Children

Abstract

The present study endeavours to explore the effect of socio-cultural background on children’s learning of English as a foreign language in Algerian primary schools. That is to say, the effect of parents’ educational level, income, beliefs on their children’s language learning, alongside the broader societal influence, shape children’s proficiency in the language. In this study’s context, three research questions are posed: (1) What is the perception of children towards foreign language learning? (2) Are pupils motivated to learn English? (3) Do society and parents affect children's learning of English as a foreign language? To fulfil the research objectives, both qualitative and quantitative approaches have been employed. To gather vital data, two questionnaires were crafted and distributed: one to 80 third-year pupils attending six schools in urban and rural regions, and another to 80 parents of these children. Finally, a naturalistic classroom observation was conducted during regular English teaching sessions. The findings show that children display enthusiasm and motivation in learning English as a foreign language. However, the socio-cultural background of their parents influences their language acquisition through its impact on parental involvement in their learning journey. These research findings will contribute to the existing literature on second language acquisition and socio-cultural theory by shedding light on the nuanced interplay between socio-cultural factors and children's learning of English as a foreign language. More importantly, this research aims to promote more inclusive and effective language learning environments that consider socio-cultural contexts. Eventually, the study offers several recommendations suggested for teachers, parents, and future researchers, as well as some limitations encountered in our study.