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TheThis authorstudy presentssought to find out why Arab parents speak English (L2) to their children at home, the preschool programeffects of thethis KOKODApractice LITTLEon H0MEArabic KINDERGARDEN daycare facility, living(L1), and workingmisconceptions about L1 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 fluent in lineEnglish. Some were born in an English-speaking 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 Waldorfforeign education, the philosophy of Martin Buber,housemaid and theother spirit of forest kindergartens. The program has been composed to educationally build, at this age, a foundation for the development of the full personal and professional potential of the individual. The child is present in crucial activitiesforeigners in the household,community. All parents believe that speaking English is prestigious, a sign of high class 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 garden,optimal age for learning L2, the effect of learning English on children's L1 language skills and theacademic nature. It is shown how lifeachievement and activitiesfactors arethat developed so aslead to nourishsuccessful creativity, independence, cooperation, efficiency,L1 and responsibility.L2 Thelanguage author further describes how in this stage of “mini puberty” the imitativeness, the self-confidence and the trust in the world is underpinned, creating the attitude of “the world is good; I will – I am able to”. The text describes how an appreciation for beauty can be cultivated through artistic elements integrated into the space and activities, fostering a belief in „the world is beautiful“. Furthermore, creativity in all segments of life is fostered, as well as the criteria for future choices and decision-making. The paper explains how the foundation is laid for the intellectual competences and personal culture, by choosing content, account taken of the repercussions to the potentials in adulthood, aiming at the conscientious, responsible, and constructive participation in life and the community. The use of forms, by way of gross and fine physical movements is explained, as well as the selection of the traditional games, crafts and applied arts along the seasons and festivities of the local and global culture. learning.
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