ABSTRACT
More and more parents in Europe are fluent in at least one more language in addition to their first language (L1) and are interested in introducing this second language (L2) to their children. The benefits of parent involvement in their children’s learning are outlined in research by Flouri and Buchanan (2004) who demonstrate association between parents’ involvement at early age and further educational attainment. Enever (2011) discusses the benefits more specifically in the context of early language learning. She highlights significant correlations between parents’ views on the importance of early language learning and children’s further interest in learning these languages. However, parents tend to be reluctant to introduce an L2 at home, as they are not sure about their proficiency, doubtful about pedagogical skills and lack time. The PASS (Parents As Successful teacherS) project addresses these problems by providing parents who are not necessarily native speakers, do not have a pedagogical education, and cannot afford to spend too much time with support materials to introduce a language to their children in the family context.
