The impact of parental literacy on bilingual language acquisition in Hausa families in Kano
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Background of the Study
Parental literacy, defined as the ability to read and write effectively, plays a crucial role in the bilingual language acquisition of children. In Hausa families in Kano, literate parents are more likely to provide rich language inputs, engage in educational activities, and foster environments that support learning in both Hausa and English (Muhammed, 2023). Parents with higher literacy levels tend to use a wider range of vocabulary, varied sentence structures, and culturally significant texts, all of which contribute to more robust language development in their children. Conversely, limited parental literacy may restrict the range of language exposure and reduce opportunities for guided learning (Salihu, 2024). The relationship between parental literacy and children’s language acquisition is influenced by socio-economic factors, educational background, and access to language resources. This study examines the impact of parental literacy on bilingual language acquisition in Hausa families in Kano, focusing on how literacy practices at home contribute to the development of balanced bilingual proficiency and academic success (Bello, 2025).
Statement of the Problem
Despite evidence linking parental literacy to improved language acquisition, many Hausa families in Kano face challenges due to limited literacy skills among parents. This limitation restricts the range of language exposure available to children and hampers effective bilingual development (Muhammed, 2023). Educators have observed that children from low-literacy households often exhibit lower proficiency in both Hausa and English, adversely affecting academic outcomes (Salihu, 2024). The lack of targeted interventions to support parental literacy in these communities exacerbates the problem, resulting in persistent language learning disparities. This study seeks to address these issues by investigating the relationship between parental literacy and bilingual language acquisition, with the goal of informing effective home-based language support strategies (Bello, 2025).
Objectives of the Study:
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To examine the relationship between parental literacy and children’s bilingual language acquisition.
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To assess the impact of home literacy practices on language proficiency.
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To propose strategies for improving parental literacy to support bilingual development.
Research Questions:
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How does parental literacy influence bilingual language acquisition in Hausa families?
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What home literacy practices contribute most to language development?
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What interventions can enhance parental support for bilingual learning?
Significance of the Study
This study is significant as it investigates the critical role of parental literacy in shaping bilingual language acquisition among Hausa children in Kano. The findings will inform educators and community leaders on strategies to enhance home literacy practices, ultimately promoting balanced bilingual development and academic success (Muhammed, 2023; Salihu, 2024).
Scope and Limitations of the Study:
The study is limited to examining parental literacy’s impact on bilingual language acquisition in Hausa families in Kano and excludes external educational influences.
Definitions of Terms:
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Parental Literacy: The ability of parents to read and write proficiently.
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Bilingual Language Acquisition: The process of learning two languages simultaneously.
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Hausa Families: Households in which Hausa is the primary language.
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