Forcing your child to speak in English? 3 reasons to stop doing it now
For many multicultural families, or even in bilingual communities, parents feel the weight on their shoulders to ensure that their children speak “perfect” English and will encourage them to speak only English at home or in social situations. Though this push comes from benevolent motives, research has shown compelling reasons why coercing children to speak English can undermine their language development, emotional health and familial bonds.
Increased anxiety and reduced autonomy in language learning
In a 2023 British Council report, anxiety and autonomy were examined in relation to primary pupils learning English in Egypt . The 'cohort study' observed that children who reported the pressure to speak English had anxiety, particularly for girls, which impacted upon their confidence and willingness to use English. The researchers suggested that autonomy-support and low-anxiety contexts (for instance, using pairwork to eliminate fear of punishment for making a mistake) are more effective in promoting language learning.
This inverse relationship between anxiety and autonomy is reflected in the classroom when children are compelled or pressurised into using English. They tend to switch off, lower their attempts to communicate and have a lower perceived control of learning. When you have freedom and support to learn English, you learn it so much better.
Risk of damaging parent-child relationships and cultural identity
A 2023 research paper published in the International Journal of Bilingual Education and Bilingualism highlighted the emotional strain that enforcing English-only communication can place on families. Children who resist speaking their home language in favour of English may inadvertently reject not just the language but aspects of their cultural identity and even their parents, leading to tension and weakened family bonds.
Mothers often bear the emotional burden of maintaining bilingual home environments and conflicts over language use can create further stress within households. The study recommended open, ongoing communication and negotiation of language use as children grow, allowing them to participate in preserving their heritage language while building English proficiency naturally.
Forced English speaking may impede overall language development
Language acquisition experts emphasize that language learning flourishes in environments rich with interaction, emotional connection and natural use of languages meaningful to the child. Forcing English disrupts the natural acquisition process by limiting meaningful communication, which is critical during early childhood development.
Additionally, bilingual instruction or valuing both home language and English, is associated with enhanced cognitive outcomes and reduced learning load for children with limited English proficiency. Suppressing the home language in favour of English can impede this cognitive advantage, delay language development and reduce overall academic performance.
Recommendations for parents
Parenting resources and language experts suggest the following strategies:
Engage in activities in both languages: Sing, play and read in English and home languages, making learning enjoyable and rich. Forcing children to speak English can create anxiety, damage familial relationships and interfere with natural language development. Through supportive, pressure-free bilingual environments, children learn English more effectively while retaining their cultural identity and emotional well-being. Parents are encouraged to embrace bilingualism, model language use positively and foster enriched, interactive language experiences tailored to children’s interests and developmental stages.
Increased anxiety and reduced autonomy in language learning
In a 2023 British Council report, anxiety and autonomy were examined in relation to primary pupils learning English in Egypt . The 'cohort study' observed that children who reported the pressure to speak English had anxiety, particularly for girls, which impacted upon their confidence and willingness to use English. The researchers suggested that autonomy-support and low-anxiety contexts (for instance, using pairwork to eliminate fear of punishment for making a mistake) are more effective in promoting language learning.
This inverse relationship between anxiety and autonomy is reflected in the classroom when children are compelled or pressurised into using English. They tend to switch off, lower their attempts to communicate and have a lower perceived control of learning. When you have freedom and support to learn English, you learn it so much better.
Risk of damaging parent-child relationships and cultural identity
Mothers often bear the emotional burden of maintaining bilingual home environments and conflicts over language use can create further stress within households. The study recommended open, ongoing communication and negotiation of language use as children grow, allowing them to participate in preserving their heritage language while building English proficiency naturally.
Forced English speaking may impede overall language development
Language acquisition experts emphasize that language learning flourishes in environments rich with interaction, emotional connection and natural use of languages meaningful to the child. Forcing English disrupts the natural acquisition process by limiting meaningful communication, which is critical during early childhood development.
Additionally, bilingual instruction or valuing both home language and English, is associated with enhanced cognitive outcomes and reduced learning load for children with limited English proficiency. Suppressing the home language in favour of English can impede this cognitive advantage, delay language development and reduce overall academic performance.
Recommendations for parents
Parenting resources and language experts suggest the following strategies:
- Create positive, pressure-free contexts: Foster comfortable, playful English language experiences rather than forced practice.
- Embrace bilingualism: Support home language retention alongside English acquisition to boost cognitive, social and emotional health.
- Use encouragement and modelling: Encourage English through example and natural conversation rather than punishment or coercion.
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