Why Some Arab Parents Speak to Their Children at Home in English (L2)

Abstract

This study sought to find out why Arab parents speak to their children at home in English (L2), the effects of this on Arabic (L1) acquisition, and misconceptions about L1 and L2 acquisition. Results of surveys with 150 parents showed academic, pragmatic, sociolinguist, and psychological reasons such as making it easy for children to master English, to help them practice it, learn new vocabulary and pronounce words correctly. Their children go to an international school and are more fluent in English than Arabic. Some were born in an English-speaking country. Many consider English more important than Arabic for future college study and future jobs. English is a global language, and it is useful and needed everywhere. Children need it to communicate with the foreign housemaid and other English-speaking foreigners in the community. All parents believe that speaking English is prestigious, a sign of high class and like to brag about it. Some suffered because they did not speak English well when they were young and do not want their children to suffer as they did. This status quo created a gap between children’s knowledge of English and Arabic. Some children do not speak L1 at all, respond in English to questions and conversations in Arabic, have difficulty reading the Quran and communicate with grandparents and relatives. Results revealed misconceptions about L1 and L2 acquisition and that learning English at an early age has no negative effects on Arabic and has positive effects on academic achievement. Results are discussed in the light of L1 and L2 acquisition research, the optimal age for learning L2, the effect of learning English on children's L1 language skills and academic achievement and factors that lead to successful L1 and L2 language learning.