Abstract
This article was intended to explore the influence of social context in helping foreign children develop Swahili reading literacy. The study was guided by Marie Clay's Literacy Development Theory. A total of 28 informants participated, including 16 foreign children and 12 parents. The questionnaire method was used to gather information from parents in order to determine the social context of foreign children. Additionally, interviews were conducted with foreign children to gather information about the role of the social context in learning Swahili literacy skills. Through interviews, the article identified various elements of the social context such as Swahili books, digital literacy resources, interaction with friends, and parents' positive attitudes toward the Swahili language have influenced the development of reading literacy among foreign children. The study also found that parents' involvement in practicing Swahili reading and engaging in conversations in Swahili played a significant role in developing Swahili reading skills among foreign children. The article concludes that, even when the formal language learning environment is unstable, the social context in which a language learner resides, with access to language input, significantly contributes to proficiency in various language skills. Based on the findings of this article, it is recommended that aspects of the social context be given consideration by Second Language (L2) and Foreign Language (FL) educators as an essential pedagogical element in teaching L2 and FL reading literacy. Additionally, further research is recommended to investigate the role of social context in developing other L2 and FL literacy skills.
Published Version
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