Innovation in Language Learning

This study explores language learning within primary education through the lens of family transitions, examining how the arrival of a newborn sibling may influence older siblings’ emotional wellbeing, educational experiences, and engagement with language learning (Downey, 2001). Through the recommendations and suggestions gathered from parents’ lived experiences, the study offers insights into innovative practices that can support language learning across primary education while strengthening connections between home and school. Positioned within the broader context of inclusive and innovative educational practices, the research (Bugeja, 2025) highlights the importance of recognising how changes within the home environment may affect children’s participation, communication, study habits, and language-learning experiences from the early years to upper primary education (Bögels et al., 2010). Using a qualitative approach, the study gathered insights from eight parents through semi-structured interviews, allowing participants to reflect on their experiences (Rubin & Rubin, 2012) as both caregivers and supporters of their children’s educational and language-learning journeys, particularly during homework and study routines. The research examines the strategies and recommendations that parents and educators can adopt to support language learning while easing the transition for older siblings and promoting positive emotional adjustment. Particular attention is given to the role of communication, emotional support, and collaboration between home and school environments (Canu & Sitinjak, 2023), which emerged as key factors in fostering both language development and wellbeing. The study also considers how primary educators can create responsive and innovative classroom spaces (Julien, 2023) that encourage children to express themselves confidently, develop language skills, and feel understood during periods of family change. The findings present practical recommendations for both parents and teachers when supporting older siblings with homework, studying, and language learning throughout primary education. Drawing on participants’ experiences, the study highlights innovative approaches that promote language development through shared educational practices, meaningful communication, and collaborative partnerships between families and schools. By connecting language learning, emotional wellbeing, and family transitions, this research contributes to ongoing discussions on innovation in primary education and reinforces the value of holistic, child-centred approaches to teaching and learning.

 

Keywords: Newborn, older sibling, recommendations, primary education

 

REFERENCES

[1] Bögels et al., (2010). The influence of sleep quality, sleep duration and sleepiness on school performance in children and adolescents: A meta-analytic review. Sleep Medicine Reviews, 14 (3), 179-189. https://www.sciencedirect.com/science/article/abs/pii/S1087079209001002

[2] Bugeja. L., (2025). The effects of a newborn on his/her older siblings’ educational progress: An empirical investigation. Unpublished Masters Thesis. University of Malta.

[3] Canu. Z., & Sitinjak. C., (2023). The Importance of Guidance and Counseling in Effective School Learning. Jurnal Ilmiah Global Education, 4(1):12-19. https://www.researchgate.net/publication/369784863_THE_IMPORTANCE_OF_GUIDANCE_AND_COUNSELING_IN_EFFECTIVE_SCHOOL_LEARNING

[4] Downey, D. B. (2001). Number of siblings and intellectual development: The resource dilution explanation. American Psychologist, 56(6-7), p. 497-504.

[5] Julien. G., (2023). Creating a Positive Learning Environment. American Research Journal of Humanities and Social Sciences 9(1). https://www.researchgate.net/publication/381677881_Creating_a_Positive_Learning_Environment

[6] Rubin, H. J., & Rubin, I. S. (2012). Qualitative interviewing: The art of hearing data (3rd ed.). Los Angeles, CA: Sage. ISBN: 978-1-4129-7837-8.