View article

The fact that the academic performance of schoolchildren in Hungary is very strongly influenced by their family backgrounds is often cited in connection with PISA surveys (Róbert 2004). Although the effects of the family background have mostly been investigated in connection with basic competences, it is easy to see that they probably also influence foreign language learning, perhaps to an even greater extent (Csapó 2001). The aim of our paper is to provide an overview of those theoretical and empirical effects that have been identified in connection with the effects of family background in Hungary on various aspects of language learning: language choice, individual differences, and language learning success. We are also keen to inspire further studies on several under-researched topics. Studying the effects of the family background is important, as it appears to have a pivotal role in ensuring equal opportunities in language education.