Repositioning Parents as Co-Educators: Culturally and Linguistically Situated Pedagogies for Inclusive Early Language Learning in South Africa

Abstract

Parents play a fundamental role in children's early language learning, yet their pedagogical knowledge remains under-recognised within formal early childhood education, particularly in multilingual contexts. This study explores how parents enact culturally and linguistically situated pedagogies that support inclusive early language learning in South Africa. Guided by Vygotsky's Sociocultural Theory and Rogoff's Pedagogy-in-Participation, the study draws on qualitative interview data from six mothers of young children attending early childhood care and education centres in Tshwane, Gauteng. Data were generated through semi-structured interviews and analysed thematically. The findings show that mothers support children's learning through everyday interaction, including questioning, modelling, storytelling, songs, reading, repetition and encouragement. Mothers also use multilingual practices, including home-language communication and code-switching, while creating continuity between children's home experiences and early childhood learning. The findings position parents as active pedagogical agents rather than peripheral supporters of formal education. The study contributes to inclusive early childhood education by demonstrating how culturally and linguistically situated parental practices can support children's participation, communication and early language learning across home and educational contexts.