The influence of family in second language learning

Abstract

This qualitative study intended to understand the extent of the family influence in the learners’ constructions of knowledge and identity in their decision of learning a second language, by identifying the socio-affective elements that influence the learners’ constructions of knowledge and identity and the role of the family in the second language learning process, through the use of quantitative and qualitative data, such as questionnaires, interviews and personal narratives by the participants and the researcher. After the analysis of the data obtained, and based on the assumptions of the construction of knowledge and identity proposed by Berger and Luckmann (1966) among other key authors in SLA, Learning, Identity, Sociocultural studies and socioaffective factors in the learning process, this qualitative study evidenced the role of the family as significant for the learner in the own constructions of knowledge and identity, particularly in the decision-making process of learning a second language. This role, however, is not made of impositions: the family plays the role of a supportive social group in various forms: affectively, socially, financially and in the form of encouragement to pursue educational and personal projects directed to the personal development of the learner.