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The first language or mother tongue (L1) paves the way for acquiring a second language (L2) as well as developing self-identity in culturally and linguistically diverse children (CLD). This study examines the interrelated issues of language environment and CLD children’s L1 and L2 abilities. In particular, this study focused on the parental use of L1 and L2 and how it affects to CLD’s L1 and L2 in a various situation. Fifteen parents of CLD children using a variety of L1 backgrounds and English as L2 participated in the study. They all went to international schools in Korea. Using the parent’s language environment report (PLEQ; Hong, 2018), L1 and L2 usage were measured by daily activity and communication type. Parents also evaluated their children’s L1 and L2 skills in four areas: speaking, listening, reading, and writing. Based on the reports of the children’s L1 and L2 skills in the parent’s PLEQ, children were classified into the native-like-L1 group, the nonnative-like-L1 group, the native-like-L2 group, and the nonnative-like-L2 group. The results showed that parents of the native-like-L1 group used more L1 than parents of a nonnative-like-L1 group in affectionate communication. Parents in the native-like-L2 group also used more L1 than parents of the nonnative-like-L2 group in academic communication. The study results implicated that the use of L1 in affectionate communication and academic communication may positively affect their perception of children’s L1 and L2 skills.
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