This qualitative research study with 10 Chinese parents explored parental beliefs, involvement, and challenges in support of their child's English language development. Findings indicated that all participants highly valued their child's English education and emphasized the short and long-term advantages of learning English in early years. All participants expressed a strong motivation to support their child's English education. Parents were involved in the roles of a financial provider, guide, and learning-partner. Challenges to parental involvement came from both home (lack of time, English proficiency, and a suitable home English learning environment as well as financial pressure) and outside sources such as lack of governmental support, unqualified bilingual teachers, and ineffective English curriculum. The researcher recommends that English education preschool programs recruit skilled bilingual or English preschool teachers, implement an interactive, child-centered English language curriculum, and design home-school partnership programs. Policy makers must design policies to support English education preschool programs.
|School:||California State University, Long Beach|
|School Location:||United States -- California|
|Source:||MAI 52/05M(E), Masters Abstracts International|
|Subjects:||Bilingual education, English as a Second Language, Foreign Language, Early childhood education|
|Keywords:||China, Early English education, English as a foreign language, Parent involvement|
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