A Critical Examination of the Beliefs about Learning a Foreign Language at Primary School

shown that differences in children's ability in the use of disembedded language,
for example, were related to family background. A consideration whether
foreign language aptitude is any different from the presence of certain
desiderata such as the ability to disembed language, acuity of hearing and
systematic learning skills, for example would therefore not seem out of place.

4.6 Quality of the Home Environment and Parental Encouragement

In the context of the follow up research to the Bristol study Skehan (1988:18)
suggested that the highest relationship between first language development
and foreign language achievement seem to exist in the growth of
comprehension and vocabulary in first language development and that 'the
biographical∕demographic variables such as family background, parental
literacy, amount the child is read to, parental education, frequently enter into
higher relationships'. Research in Holland supplied similar findings on the
importance of children's background in foreign language achievement:

"What does affect the learning process is the home environment of the
children. The socio-economic status of the parents seems to be a significant
factor." (Edelenbos & Suhre, 1996: 56)

Similar findings from Plowden, the Pilot Scheme and the S∞ttish National Pilot
have already been discussed. Family background might therefore be a reliable
predictor in children's ability to deal with literacy related language activities
although, as Skehan argues, it might not be social class in itself that is relevant

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