The Impact of Parental Education and Family Culture on Children's Second Language Learning Motivation and Outcomes in a Globalized Context

In today's globalized world, second language (L2) acquisition is of growing importance, highlighting the critical role of parental and cultural influences on children's language learning. This study explores how parental educational backgrounds and family cultural contexts shape children's L2 learning motivation and outcomes, focusing on high school students from China and the U.S., guided by Coleman’s Social Theory of Family Capital and Bronfenbrenner’s Ecological Systems Theory. A mixed-methods approach was employed, collecting data from 60 high school students through validated questionnaires and semi-structured interviews. The quantitative analysis reveals a strong correlation between parental education and children's motivation and L2 outcomes, particularly in Chinese samples where structured, goal-oriented teaching methods are prevalent. In contrast, U.S. samples show greater variability in motivation and outcomes, reflecting cultural norms emphasizing independence. The interviews further highlight the mediating role of personal traits such as self-motivation in learning success. These findings underscore the interplay of education, culture, and individual traits in L2 learning, offering valuable insights for parents, educators, and policymakers in creating effective and culturally adaptive L2 learning environments.