Abstract
Although relationships between parents' socioeconomic status (SES) and children's English language proficiency and achievement are evident in the literature, mechanisms underlying the interdependency are not clearly understood. Drawing from the parental capital investment model, the authors systematically review relevant literature to understand parental capital investment mechanisms by which parents' SES transmits positive or negative effects to children's English proficiency and achievement during elementary (also primary) schooling, focusing on Bangladesh. The systematic review suggests that fewer human, social, cultural, and economic capital investments mediate the association between low SES and children's poor English proficiency and achievement during primary schooling. This chapter also discusses future directions for longitudinal research and policy implications to improve children's English proficiency and achievement during primary education.
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