Language and the
ability to comprehend and communicate with others, is key to social interaction
(Snijders, Bogicevic, Verhoeven, & van Baar, 2020). One of the most
spectacular and fascinating human achievements is learning a language, and
comprehending the mechanisms through which vocabulary expands can offer a
window into mechanisms of linguistic and cognitive growth more generally
(Frank,
Braginsky, Yurovsky, & Marchman, 2017).
A variety of
environmental, social, and cognitive variables influence language development,
which is a complicated and varied process (Canfield, C. F., Edelson, L. R., & Saudino,
K. J. 2016; Fitch, W. T., Huber, L., & Bugnyar, T. 2010; Hoff, 2006).
Socioeconomic factors like parental education and poverty seem to have an
impact on how well-versed in language children are (Hoff, 2013). An explanation
for this could be the time children spend in language-rich situations, the
greater stress and hardship children experience (Hoff, 2013). Another reason
has been shown to be that parents from low socioeconomic status households have
less access to high quality educational facilities (Duncan & Magnuson,
2012).
Cultural
background might influence language development as well. The signals society sends to parents about
the value of language acquisition, such as the necessity to get kids ready for
school, can influence their attitudes and views about language. (Hadley &
Rice, 2018). Another example is bilingual or multilingual children, who may
have various language development trajectories compared to monolingual children
(Byers-Heinlein & Lew-Williams, 2013).
In addition, the
influence of early language experiences on later language ability is a
significant part of language development. Studies have shown that children’s
later language development may be significantly influenced by the quantity and
quality of linguistic input they get in the first few years of life (Hart &
Risley, 1995). Children’s language development can also be impacted by the
quality of language input, such as the use of a broad and varied vocabulary,
appropriate grammar, and clear voice. (Weisleder & Fernald, 2013).
Bornstein &
Putnick (2012) found that better language outcomes can result from parents who
have favorable attitudes and ideas about language and who are more inclined to
give their child a rich and exciting language environment. On the other hand,
it seems that parents who do not value language may unintentionally raise their
children in a language-poor environment, which can impede language development (Rowe,
2012). The linguistic environment in which a child is raised can be influenced
by parents’ attitudes and views towards their child’s developmental
requirements. Specifically, the expectations of parents for their child’s
language development will affect their behavior and choices in order to support
language growth (Hart and Risley, 1995; Rowe, 2012; Hoff, 2013).
In conclusion, a
child’s language development may be impacted by the attitudes and views of the
parents, which may have a big influence on the linguistic environment in which
the kid is nurtured. The growth and development of children’s language can be supported
by parents’ positive attitudes and ideas about language and by their use of
language-rich parenting techniques. On the other hand, bad parenting methods
and unfavorable attitudes can impede children’s language development and
increase their likelihood of experiencing language delays.
In this study, our
focus will be on the influence of the attitudes and views of parents and the
influence of their children’ s language development. Parental actions and
decisions are crucial in influencing a child’s early development (Hembacher,
& Frank, 2020), and a lot of research has been conducted on parenting
practices and styles in relation to the children’s behaviors and outcomes.
However, how do parents conceptualize their roles as parents, and how do their
attitudes and beliefs about their parenting practices affect their children’s
language development?