ABSTRACT
Parental involvement in children’s language learning represents a key factor at an early age: parents’ interactions determine the child’s actual language use and the style and the rules for their communication, all of which have a long-term impact on children’s development (McBride et al., 2009; Roggman et al., 2004). Research suggests that the frequency of children’s participation in learning routines at home seems to be one of the critical aspects of parenting, linked to learning in general and to language and literacy development in particular (Arnold et al., 2008; Wells, 2009). Programmes considered adequate for family learning environments should enhance parents’ ability to support their child’s education, creating a culture of learning and helping them to improve their affective and communicative skills.
