DIGITAL TONGUES: EXPLORING SOCIAL MEDIA’S ROLE IN KIDS’ LANGUAGE LEARNING

Abstract

The rapid proliferation of social media platforms has transformed the ways children engage with language in their daily lives. This literature review synthesizes existing research on the impact of social media use on children’s language development, highlighting both its potential benefits and associated risks. Studies reveal that social media can serve as an informal learning environment where children are exposed to diverse linguistic input, peer interaction, and multimodal communication that may support vocabulary expansion, pragmatic skills, and digital literacy. Platforms such as YouTube, TikTok, and messaging apps offer children authentic language exposure, often encouraging creativity and real-time engagement. However, concerns persist regarding the quality and appropriateness of language encountered, potential delays in formal grammar acquisition, and reduced face-to-face communication. Moreover, the influence of screen time, parental mediation, and the socioeconomic digital divide are significant moderating factors that shape these outcomes. Despite a growing body of literature, research remains fragmented, particularly in terms of age-specific effects, longitudinal patterns, and culturally diverse contexts. This review underscores the need for a more nuanced and evidence-based understanding of how social media platforms influence children’s language learning processes and calls for interdisciplinary approaches to address emerging gaps.