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ThisWithin studythe soughtcontext of renewed efforts to findclarify outthe whyconcepts Arabof parentslearning, speakliteracy, Englishand (L2)reading, the age-old phenomenon of "well-read" or literacy gains renewed interest. Literacy, in its literal sense, refers to the extent and capacity of reading. In a broader sense, literacy serves as a conceptual determinant for a high reading culture. Trivially put, it could imply a mere registration of read works, where the well-read individual has insight into basic, bibliographically ordered authors and their childrenworks, capable of indicating at home,least the effectsapproximate time of thiscreation practiceand the theme of each work. A higher level of literacy involves the ability to systematically consider the classification and arrangement of read works based on Arabica (L1),freely chosen criterion. This requires not only reading but also interpreting the underlying, dominant idea of each read work. It was believed that, along with professional literacy and misconceptionsknowledge aboutof L1the field, a well-read person established an active relationship with literature in general, engaging with written sources and L2 acquisition. The survey results coming from 150 parents showed academic, pragmatic, sociolinguist, and psychological reasons such as making it easy for children to master English, to help them practice it, learn new vocabulary, and pronounce words correctly. Their children go to an international school and are more fluentworks in English.their Somefield werewith borncuriosity, not stopping at that. A well-read individual is someone who has successfully "conversed" with others, read works of those who lived in anvarious English-speakingepochs, country. Many consider English more important than Arabic for future college study and future jobs. English is the global language, and it is useful and needed everywhere. Children need it to communicate with the foreign housemaid and other foreignerslived in the community.distant Allor parentsrecent believepast, or are living today. Literacy, or its counterpart illiteracy, can be identified in various ways but can be most directly recognized as a level of reading culture based on the expressive capabilities and characteristics of readers with such ambitions. Numerous scientific studies, critiques, reviews, evaluations, and analyses have emerged on the works of many authors, shedding light not only on how books are perceived but also on works that speakingilluminate Englishselected isaspects prestigious,of a sign of high classcreator and like to brag about it. Some suffered because they did not speak English well and do not want their children to suffer.
This status quo created a gap between children’s knowledge of English and Arabic. Some children do not speak L1 at all, respond to questions in English and conversation in Arabic, have difficulty reading and writing Arabic and communicating with grandparents and relatives.
The results revealed misconceptions about L1 and L2 acquisition, and that learning English in childhood has no negative effects on Arabic and has positive effects on academic achievement.
The results will be discussed in light of L1 and L2 acquisition research, the optimal age for learning L2, the effect of learning English on children's L1 language skills and academic achievement and factors that lead to successful L1 and L2 language learning.creativity.
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