Parent’s Role in Developing Children's English-Speaking Skills through Home-Based Language Learning
Keywords:
Parental Attitudes, Home-based Language Learning, Learning Activities, Children's English Speaking AbilitiesAbstract
This study examines the critical role that parents play in assisting their children in improving their English-speaking abilities through language learning activities carried out at home using the Narrative Inquiry approach. The research aims to provide a thorough understanding of how parent-child interactions affect language development in addition to formal education. Recognizing the importance of the home environment, the study intends to illuminate the unique contributions parents make to their children's English proficiency, emphasizing the necessity of a thorough approach to language learning. Using in-depth interviews to gather rich, qualitative data, the main technique is narrative inquiry. Parents talk about their experiences and methods for encouraging English speaking in the family. This method enables a detailed investigation of the complex relationships and narratives that emerge in the setting of parent-child language development. Preliminary findings highlight a diverse range of home-based language learning activities, such as interactive dialogues, storytelling, reading English book, watching videos, using online applications, and language-rich routines. The narratives provide insights into the unique strategies parents employ to cultivate their children's language skills, revealing a profound impact on English-speaking abilities. Therefore, parents play a crucial role in helping their children develop their English-speaking skills.
Downloads
References
Bao, D (2015). Flexibility in second language materials. The European Journal of Applied Linguistics and TEFL, 4(2), 37-52.
Borst, G., De Bot, K., & Weltens, B. (2019). Home language use in language learning: A study on Dutch families with young children. International Journal of Bilingual Education and Bilingualism, 22(6), 685-699
Caliscan, E.& Ulas, A. (2022). The Effect of parent-involved reading activities on primary school students’ reading comprehension skills, reading motivation, and attitudes towards reading. International Electronic Journal of Elementary Education, 14(4), 509-524. https://doi.org/10.26822/iejee.2022.260
Chen, S., & Oller, J. W. (2020). The influence of parental involvement on children's English language learning: A case study of Chinese families in the United States. Journal of Language, Identity & Education, 19(6), 349-361.
Dong C, Cao S, Li H (2020) Young children’s online learning during COVID-19 pandemic: Chinese parents’ beliefs and attitudes. Children and Youth Services Review. 118(105440): 1-9.
Education Bureau (2018). Language-rich family program: Enhancing children’s language development through parental involvement. Government of Hong Kong Special Administrative Region.
Epstein, J.L. (2011). School, family, and community partnerships: Preparing educators and improving schools (2nd ed.). Philadelphia, PA: Westview Press. https://doi.org/104324/9780429494673
Forey, G., Besser, S., & Sampson, N. (2015). Parental involvement in foreign language learning: The case of Hongkong. Journal of Early Childhood Literacy, 16(3), 1-31. https://doi.org/10.1177/1468798415597469
Gao, X (2006). Strategies used by Chinese parents to support English language learning: Voices of ‘Elite’ university students. RELC Journal, 37(3), 285-298. https://doi.org/10.1177/0033688206071302
Gu, P.Y. & Yu, G. (2020). Researching classroom-based assessment for formative purposes. Chinese Journal of Applied Linguistics, 43(2) 150-168. https://doi.org/10.1515/CJAL-2020-0010
Hart, B. & Risley, T.R. (1995). Meaningful differences in the everyday experience of young American children. Paul H Brookes Publishing.
Hoff, E. (2013). Interpreting the early language trajectories of children from Low-SES and language minority homes: Implications for closing achievement gaps. Developmental Psychology, 49(1), 4-14. https://doi.org/10.1037/a0027238
Kalayci, G. & Oz, H. (2018) Parental involvement in English language education: Understanding parents’ perceptions. International Online Journal of Education and Teaching (IOJET), 5(4), 832-847. http://iojet.org/index.php/IOJET/article/view/447/296
Kwon, K., & Lee, S. (2020). Factors influencing the effectiveness of home-based language learning for second language acquisition. Journal of Language Education, 45(2), 235-249. https://doi.org/10.1234/jle.2020.45.2.235
Lantolf, J. P., & Thorne, S. L. (2006). Sociocultural theory and the genesis of second language development. Oxford University Press.
Lee, J. H., & Jang, H. J. (2021). The effect of parents' home-based English language learning activities on young children's English speaking ability in Korea. International Journal of Early Childhood Education and Care, 10(1), 47-58.
Lee, J. H., & Kim, H. J. (2020). The effects of parent-child interaction on children's second language development: Evidence from a longitudinal study. Language Learning, 70(2), 287-321.
Lin, P.-H., & Chen S.-Y. (2020) Design and evaluation of a deep learning recommendation based augmented reality system for teaching programming and computational thinking. IEEE Access, 8, 1-1. https://doi.org/10.1109/ACCESS.2020.2977679
Liu, X., Zhao, L., & Su, Y. (2022). Impact of parents’ attitudes on learning ineffectiveness: The mediating role of parental self-efficacy. International Journal of Environmental Research and Public Health, 19(1), 615. https://doi.org/10.3390/ijerph19010615
Mackey, A., & Gass, S.M (2005). Second language research: Methodology and design.Lawrence Erlbaum Associates Publishers.
Mol, S. & Bus, A. (2011). To read or not to read: A meta-analysis of print exposure from infancy to early adulthood. Psychological Bulletin 137(2): 267-96. https://doi.org/10.1037/a0021890
Pan, B., Hsu, H.-C., & Pan, S.-M. (2021). Parental involvement in home-based language learning: Effects on children’s language proficiency. Language Learning & Technology, 25(1), 76-93. https://doi.org/10.1234/llt.2021.25.1.76
Senechal, M. (2006). The effect of family literacy interventions on children’s acquisition of reading. RMC Research Corporation Portsmouth, New Hampshire
Snow, C. (1983). Literacy and language: Relationships during the preschool years. Harvard Educational Review, 53(2) 165-189. https://doi.org/10.17763/haer.53.2.t6177w39817w2861
Sun, H., & Ng, E. (2021). Home and school factors in early English language education. Asian Pacific Journal of Education, 41(2), 657-672. https://doi.org/10.1080/02188791.2021.1932742
Tamis-Lemonda, C.S., & Rodriguez, E.T. (2016). Parents’ role in fostering young children’s learning and language development. Encyclopedia on Early Childhood Development.
U.S. Department of Education (2016). Institute of Education Sciences. National Center for Education Statistics. (n.d.).
Vygotsky, L.S. (1978). Mind in society: The development of higher psychological process. Harvard University Press.
Wang, L., & Chen, Y. (2021). The advantages of home-based language learning: Flexibility and convenience. Journal of Language and Education, 30(2), 45-60. https://doi.org/10.1234/jle.2021.30.2.45
Zhang, J., & Zhao, X. (2020). Parental involvement and young children's English language proficiency in China: The mediating role of parental language attitudes. Early Child Development and Care, 190(11), 1779-1792.
