Exploring early english exposure and oral language development of 3 to 5 years old children

Abstract

This qualitative study examines the impact of early English exposure through home interactions and print and digital media consumption on the oral English development of Bangladeshi children aged 3–5 years. In Bangladesh, disparities in home literacy environments and access to English-language media contribute to notable differences in children’s oral English proficiency. The study aimed to identify the sources, patterns, and quality of English exposure experienced by preschool-aged children in Dhaka and to examine how these factors affect their vocabulary, pronunciation, and conversational fluency. Using a qualitative multiple-case study approach, data were collected through in-depth interviews with parents, home observations, and informal conversations with children from five families in Dhaka. The analysis was guided by Lenneberg’s Critical Period Hypothesis, Krashen’s Input Hypothesis, and Vygotsky’s Sociocultural Theory. Findings reveal that interactive and scaffolded home practices are strongly associated with higher levels of oral English proficiency, while low quality input, such as passive, unmediated media exposure, yields limited oral development outcomes. The study offers practical insights for parents, educators, and policymakers seeking to foster equitable, developmentally appropriate early English-learning environments in Bangladesh.