The Role of Cartoons, Nursery Rhymes, and Adult-Child Conversations in Cultivating Multilingual Proficiency in Children: A Perspective from Pakistan

Abstract

The researcher opted to utilize cartoons and nursery rhymes as the focal point of this study. The theoretical framework employed includes Vivian Cook's theory of Universal Grammar (UG) support in Second Language Acquisition (SLA), as well as his Multi-Competence model, alongside Rod Ellis's model concerning the role of input in second language (L2) learning. The primary objective was to ascertain the influence of cartoons and nursery rhymes on the L2 acquisition of children. Employing a qualitative research approach, the researcher employed interview guides and conducted in-depth interviews to gather rich and detailed insights. The qualitative data collected was subsequently quantified and subjected to descriptive statistical analysis. Convenient sampling was utilized to select a group of 11 mothers of 5-year-old children residing in Nawab Town, Lahore, who participated in the study. As young children might not possess the capacity to provide extensive self-information, the mothers were interviewed to gain comprehensive information through their perspectives. The findings of the study indicate that cartoons and nursery rhymes indeed play a significant role in facilitating children's acquisition of their second language. These media also contribute to the assimilation of L2 culture, intertwined with the L2 learning process. Furthermore, the study reveals that exposure to cartoons and nursery rhymes can influence children's behavior, yielding both positive and negative impacts. The extent of these impacts is contingent upon the parenting style of the children's caregivers, whether they adopt a lenient or strict approach in handling their children's affairs.