Parental Involvement in Language Development: A Comparative Synthesis of Bilingual and Monolingual Children

Background Parental involvement is recognized as essential for the educational success of young children, facilitating academic achievement and socio-emotional and cognitive development. This paper integrates current research on parental involvement in bilingual and monolingual children aged 3 to 8, emphasizing the impact of these practices on language, literacy, and cognitive development. This study employs an inductive synthesis approach to highlight the similarities and differences in parental strategies, particularly in managing linguistic complexities in bilingual versus monolingual households. It examines the distinct challenges bilingual families face, such as balancing two languages and preserving cultural identity, compared to the more straightforward approaches of monolingual families, which typically emphasize one language. Results The findings indicate that bilingual children benefit from metalinguistic awareness and cognitive flexibility due to their exposure to two languages, while monolingual children often experience accelerated proficiency in their primary language. The study also underscores the importance of targeted interventions for both groups, suggesting that bilingual families require support in managing language exposure, while monolingual families may need assistance in overcoming socioeconomic barriers to literacy. Conclusion The paper provides practical insights for educators, policymakers, and families to create targeted interventions that foster children’s equitable developmental opportunities in varied linguistic contexts.