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

Authors

  • Budianto Hamuddin Universitas Lancang Kuning, Pekanbaru, Indonesia
  • Meutya Rizki Ramadhani Universitas Lancang Kuning, Pekanbaru, Indonesia
  • Fatma Setya Ningrum Universitas Lancang Kuning, Pekanbaru, Indonesia

DOI:

https://doi.org/10.24903/sj.v10i1.2001

Keywords:

Home Language and Literacy Environment (HLLE), Children's Learning Outcomes, Cognitive Development, Language Development, Literacy Development, Parental Involvement

Abstract

Background
The 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.
Methodology
This 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.
Findings
HLLE 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.
Conclusion
HLLE 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.
Originality
This study offers a comprehensive synthesis of HLLE research, integrating linguistic, sociocultural, and quantitative perspectives to inform educators, policymakers, and researchers.

Author Biographies

Budianto Hamuddin, Universitas Lancang Kuning, Pekanbaru, Indonesia

Dr. Budianto Hamuddin, MESL, is a senior lecturer in the English Department at the Faculty of Education and Teacher Training, Universitas Lancang Kuning (UNILAK) in Pekanbaru, Indonesia. He also serves as the Deputy Director of Research and Innovations at the Institute of Research and Community Service (LPPM) at UNILAK. His research interests include Applied Linguistics, English Language Teaching, and Internet Linguistics in Education. Dr. Hamuddin has contributed to various publications and has been cited in numerous academic works.  He is also the Editor-in-Chief of the "Elsya: Journal of English Language Studies."

Meutya Rizki Ramadhani, Universitas Lancang Kuning, Pekanbaru, Indonesia

Meutya Rizki Ramadhani is a researcher and academic affiliated with Universitas Lancang Kuning (UNILAK), Pekanbaru, Indonesia. As a research assistant at the Institute for Research and Community Service (LPPM) UNILAK, she actively contributes to studies in the field of education, particularly in English language learning. Her research interests encompass gamification in education, applied linguistics, and innovative teaching methodologies.

In addition to her research endeavors, Meutya plays a significant role in managerial leadership as the Assistant editor of Elsya journal. She has co-authored publications exploring the impact of gamification on English language learning, particularly in Asian educational contexts.

With a strong passion for academic excellence and innovative learning strategies, Meutya is dedicated to advancing research in English language education and fostering student engagement through modern pedagogical approaches.

Fatma Setya Ningrum, Universitas Lancang Kuning, Pekanbaru, Indonesia

Fatma Setya Ningrum is a researcher and academic affiliated with Universitas Lancang Kuning (UNILAK), Pekanbaru, Indonesia. As a research assistant at the Institute for Research and Community Service (LPPM) UNILAK, she actively contributes to studies in the field of education, particularly in English language learning. Her research interests encompass gamification in education, applied linguistics, and innovative teaching methodologies.
With a strong passion for academic excellence and innovative learning strategies, As the Assistant editor of REiLA journal, Fatma is dedicated to advancing research in English language education and fostering student engagement through modern pedagogical approaches.

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Published

2025-04-28

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Vol. 10 No. 1 (2025): April-September

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