The thesis examines early foreign language learning in the home environment, with a focus on the role of parents in supporting the language development of preschool children. In contemporary society, which promotes multilingualism and intercultural connections, foreign language knowledge is becoming an increasingly important skill for the future. Although many studies highlight the importance of early foreign language learning, they mostly concentrate on institutional settings, while the role of the family remains less explored. Since parents are the child’s first teachers, their involvement, attitude toward the language, and ways of providing stimulation significantly influence the child’s perception and acquisition of the foreign language. The empirical part of the thesis is based on a quantitative study conducted through an online questionnaire for parents of preschool children. A total of 103 parents participated, responding to questions about their attitudes, practices, and motivations regarding teaching a foreign language at home. The aim of the research was to determine how often parents include a foreign language in daily activities, which methods they use, what their experiences are, and which challenges they encounter. The results showed that more than half of the parents actively teach a foreign language at home, while most of those who do not teach it still provide passive exposure. Parents generally agree that the preschool period is the most suitable time to begin foreign language learning. The main motives for teaching include encouraging natural learning, increasing linguistic flexibility, and fostering children’s curiosity, while the most commonly mentioned barriers were lack of time, confidence, and knowledge. It was also found that parents with a higher self-assessment of their foreign language skills tend to integrate the language more frequently at home, and their children show greater motivation and interest in learning. The thesis emphasizes the importance of the home environment as a complement to the formal educational system and highlights the potential of parents as significant facilitators of early language development. The findings indicate a need for greater support for parents in the form of accessible materials, professional guidance, and awareness-raising regarding the value of early foreign language exposure in everyday family life.
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