International Journal of Research and Innovation in Social Science (IJRISS) |Volume VI, Issue IX, September 2022|ISSN 2454-6186
Madelyn P. Arca, Jeanilyn E. Tacadena, PhD*
Saint Mary’s College Inc., Philippines
*Corresponding Author
Abstract Parents play a critical role in the development of the childhood. This encompasses the language mastery. As such, this study was initiated to investigate and understand the lived experiences of parents in assisting the development of language mastery of their early childhood learners. Results show that parents are skilled enough to assist their early childhood learners in the development of their language mastery which can be learned by the teachers as well by re-echoing these findings through SLAC sessions, seminars, trainings and take these insights up to the educational leaders and authorities who can implement relevant agendas and developments.
Keywords— language mastery, parental support, early childhood, language education, language development
I. INTRODUCTION
In the new learning delivery, parents are expected to contribute significantly in the language mastery of young learners. Part of the changes in the academic delivery during the Pandemic included the shift to Self-learning modules. Given this shift in modality, self-learning modules were provided to young learners in the hopes of learning the English language. Thus, academic competence of parents became an advantage for students.
Previous studies show that there have been issues with the parental support in the language mastery of students. Yulianti et al. (2018) found that low-educated parents were reported to have minimal involvement to the language mastery of their children. Instead of communicating their problems to the school, some parents hesitate to collaborate because of their lack of knowledge. Similar issues were also found by Tong et al. (2021). The study revealed that that parents with limited knowledge struggled with their children’s literacy and language mastery. The parents had a hard time creating home-based activities to reinforce their children’s learning. Another study by Misbah et al. (2017) highlighted that the learners’ poor language skills were influenced by two factors: language use at home and the socioeconomic conditions of the family.
There had been local studies conducted on the language learning of students. Muico et al. (2022) studies the questioning techniques of teachers and the speaking ability of students while Dagohoy (2021) studies the role of social media on the creative writing of students.