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The Impact of Home Language and Literacy Environment on Children's Learning Outcomes

Script Journal: Journal of Linguistic and English Teaching · Vol. 10 No. 1 (2025) · hlm. 138–163

DOI
10.24903/sj.v10i1.2001
ISSN
2502-6623, 2477-1880
Terbit
2025-04-28
Penerbit
Teacher Training and Education Faculty, Widya Gama Mahakam Samarinda University
Bahasa
eng
Lisensi
creativecommons.org/licenses/by-sa/4.0

Abstrak

BackgroundThe Home Language and Literacy Environment (HLLE) is critical for children's language development, cognitive growth, and academic success. In bilingual and multilingual households, HLLE influences linguistic proficiency, executive function, and social integration. While numerous studies emphasize HLLE’s potential benefits, significant gaps remain concerning the influence of socioeconomic status, parental involvement, and access to technological tools in diverse home contexts. MethodologyThis Systematic Literature Review (SLR) synthesizes findings from 23 empirical studies (both qualitative and quantitative) published between 2019 and 2024, selected from 2,098 records across Crossref, Google Scholar, Scopus, and Web of Science. A thematic and quantitative synthesis categorizes results based on HLLE components, parental engagement, socioeconomic factors, and technology use.FindingsHLLE supports cognitive flexibility, literacy, and executive function. Parental involvement, especially in shared reading and storytelling, strongly links to higher vocabulary scores and literacy rates. Children in HLLE-rich environments show significant gains in language and reading, with vocabulary improvements of 20–30% and more conversational turns per hour, as measured by tools like LENA. Metrics such as adult word count and child vocalizations underscore HLLE’s impact. However, limited access to books, interactions, and technology due to socioeconomic gaps continues to widen literacy disparities. While tools like LENA offer valuable insights, challenges in accessibility and equity remain.ConclusionHLLE is essential for bilingual and multilingual literacy development. Addressing parental literacy support, socioeconomic inequalities, and digital literacy initiatives is crucial for equitable learning outcomes. Future research should assess HLLE’s long-term impact on academic success.OriginalityThis study offers a comprehensive synthesis of HLLE research, integrating linguistic, sociocultural, and quantitative perspectives to inform educators, policymakers, and researchers.

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  • Universitas Lancang Kuning
  • Institut Agama Islam Negeri Sorong
  • Universitas Halu Oleo
  • Hasanuddin University
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  • Organisasi berbeda
  • Organisasi sama
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Rekan penulisOrganisasiArtikel bersama
Meutya Rizky RamadhaniAfiliasi tidak diketahui2
Nurul Widiatul IhsanAfiliasi tidak diketahui2
Destina KasriyatiAfiliasi tidak diketahui2
Ismail Suardi WekkeInstitut Agama Islam Negeri Sorong1
Muhammad AshroriAfiliasi tidak diketahui1
Fathu RahmanUniversitas Halu Oleo1
Abidin PammuHasanuddin University1
Yusring Sanusi BasoAfiliasi tidak diketahui1
Tatum DerinAfiliasi tidak diketahui1

Afiliasi berasal dari OpenAlex; metadata OAI-PMH jurnal tidak memuatnya. Penulis tanpa ID OpenAlex dicocokkan berdasarkan nama, sehingga dua orang bisa tergabung atau satu orang bisa terpisah.

Sumber metadata: OAI-PMH (metadata jurnal) https://jurnal.fkip-uwgm.ac.id/index.php/Script/oai, pertama di-harvest 10 Nov 2026, terakhir terlihat 10 Nov 2026.
Metadata asli (oai_dc) 
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	<dc:title xml:lang="en-US">The Impact of Home Language and Literacy Environment on Children's Learning Outcomes </dc:title>
	<dc:creator>Hamuddin, Budianto</dc:creator>
	<dc:creator>Ramadhani, Meutya Rizki</dc:creator>
	<dc:creator>Ningrum, Fatma Setya</dc:creator>
	<dc:subject xml:lang="en-US">Home Language and Literacy Environment (HLLE)</dc:subject>
	<dc:subject xml:lang="en-US">Children's Learning Outcomes</dc:subject>
	<dc:subject xml:lang="en-US">Cognitive Development</dc:subject>
	<dc:subject xml:lang="en-US">Language Development</dc:subject>
	<dc:subject xml:lang="en-US">Literacy Development</dc:subject>
	<dc:subject xml:lang="en-US">Parental Involvement</dc:subject>
	<dc:description xml:lang="en-US">BackgroundThe Home Language and Literacy Environment (HLLE) is critical for children's language development, cognitive growth, and academic success. In bilingual and multilingual households, HLLE influences linguistic proficiency, executive function, and social integration. While numerous studies emphasize HLLE’s potential benefits, significant gaps remain concerning the influence of socioeconomic status, parental involvement, and access to technological tools in diverse home contexts. MethodologyThis Systematic Literature Review (SLR) synthesizes findings from 23 empirical studies (both qualitative and quantitative) published between 2019 and 2024, selected from 2,098 records across Crossref, Google Scholar, Scopus, and Web of Science. A thematic and quantitative synthesis categorizes results based on HLLE components, parental engagement, socioeconomic factors, and technology use.FindingsHLLE supports cognitive flexibility, literacy, and executive function. Parental involvement, especially in shared reading and storytelling, strongly links to higher vocabulary scores and literacy rates. Children in HLLE-rich environments show significant gains in language and reading, with vocabulary improvements of 20–30% and more conversational turns per hour, as measured by tools like LENA. Metrics such as adult word count and child vocalizations underscore HLLE’s impact. However, limited access to books, interactions, and technology due to socioeconomic gaps continues to widen literacy disparities. While tools like LENA offer valuable insights, challenges in accessibility and equity remain.ConclusionHLLE is essential for bilingual and multilingual literacy development. Addressing parental literacy support, socioeconomic inequalities, and digital literacy initiatives is crucial for equitable learning outcomes. Future research should assess HLLE’s long-term impact on academic success.OriginalityThis study offers a comprehensive synthesis of HLLE research, integrating linguistic, sociocultural, and quantitative perspectives to inform educators, policymakers, and researchers.</dc:description>
	<dc:publisher xml:lang="en-US">Teacher Training and Education Faculty, Widya Gama Mahakam Samarinda University</dc:publisher>
	<dc:date>2025-04-28</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://jurnal.fkip-uwgm.ac.id/index.php/Script/article/view/2001</dc:identifier>
	<dc:identifier>10.24903/sj.v10i1.2001</dc:identifier>
	<dc:source xml:lang="en-US">Script Journal: Journal of Linguistics and English Teaching; Vol. 10 No. 1 (2025): April; 138-163</dc:source>
	<dc:source>2502-6623</dc:source>
	<dc:source>2477-1880</dc:source>
	<dc:source>10.24903/sj.v10i1</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://jurnal.fkip-uwgm.ac.id/index.php/Script/article/view/2001/1046</dc:relation>
	<dc:rights xml:lang="en-US">Copyright (c) 2025 Budianto Hamuddin, Meutya Rizki Ramadhani, Fatma Setya Ningrum</dc:rights>
	<dc:rights xml:lang="en-US">https://creativecommons.org/licenses/by-sa/4.0</dc:rights>
</oai_dc:dc>