Parental support strategies and motivation in aiding their children learn the English language

Authors

  • Jason V. Chavez

    Zamboanga Peninsula Polytechnic State University
  • Haydee G. Adalia

    Western Mindanao State University
  • Joebert P. Alberto

    Western Mindanao State University

DOI:

https://doi.org/10.59400/fls.v5i2.1541

Abstract

Learning a language starts within the comfort of a home. Parent involvement in English language teaching serves as a brilliant step towards promoting literacy and communication among children. English has been regarded as a global language which urges parents to guide their children to be inclined toward English. With that, the purpose of this study was to determine the parental support strategies and motivation of parents in teaching the English language. Specifically, this study was qualitative research that focused on collecting narratives and experiences from parents. Eight bilingual Filipino parents, constituted 4 housewives and 4 professionals, were interviewed in the study. The findings suggested that parents see English as an important language that can direct their children towards their career path. Parents were motivated by how the English language can shape the aspirations and enthusiasm of their children. Competency, applicability, reputation, and positivity were the major predictor of the motivation of parents in teaching the English language to their children. Bilingual parents in this study were aware of their role in the language development of their children. Nevertheless, dialogic reading, correction, and educational contents were some of the characteristics of strategies. This study established a missing component of the literature specifying the role of parental support and motivation in education and language teaching.

Keywords:

English; extended language teaching; motivation; parental support strategies

References

Aguilar K (2021). DepEd challenged by PH’s poor ranking in world bank education report. Available online: https://newsinfo.inquirer.net/1454473/depedaccepts-world-bank-report-as-challenge-in-improving-phs-quality-of-education (accessed on 24 March 2023).

Allington RL (2000). What Really Matters for Struggling Readers: Designing Research-based Programs. Allyn & Bacon.

Al-Mahrooqi R, Denman C, Al-Maamari F (2016). Omani parents’ involvement in their children’s English education. SAGE Open 6(1): 1–12.

Anggraini PP, Apriliani NA, Supeni I, Handrianto C (2022). The use of the cocomelon YouTube channel as a medium for introducing children’s English vocabulary. SAGA: Journal of English Language Teaching and Applied Linguistics 3(2): 81–90.

August D, Shanahan T (2017). Developing Literacy in Second-language Learners: Report of the National Literacy Panel on Language-Minority Children and Youth. Routledge.

Baclig CE (2020). Philippines drops further in global English proficiency rankings. Available online: https://newsinfo.inquirer.net/1362951/philippinesdrops-further-in-global-english-proficiency-rankings (accessed on 23 March 2023).

Baumrind D (1967). Child-care practices anteceding three patterns of preschool behavior. Genetic Psychology Monographs 75: 43–88.

Baumrind D (1991). The influence of parenting style on adolescent competence and substance use. Journal of Early Adolescence 11(1): 56–95.

Binarkaheni S (2019). A language appraisal of hotel web pages in Indonesia five starred hotels: Interpersonal meaning. NOBEL: Journal of Literature and Language Teaching 10(1): 52–70. doi: 10.15642/NOBEL.2019.10.1.52-70

Borrero NE, Yeh CJ (2010). Ecological English language learning among ethnic minority youth. Educational Researcher 39(8): 571–581.

Braun V, Clarke V (2012). Thematic Analysis. American Psychological Association.

Chavez JV (2022). Narratives of bilingual parents on the real-life use of English language: Materials for English language teaching curriculum. Arab World English Journal 13(3): 325–338. doi: 10.24093/awej/vol13no3.21

Cherry K (2022). What is motivation? The driving force behind human actions. Available online: https://www.verywellmind.com/what-is-motivation-2795378 (accessed on 14 March 2023).

Coşkun A (2015). Parents and young learners’ metaphorical perceptions about learning English. Journal of Education and Training Studies 3(5): 231–241.

Cunha J, Rosário P, Macedo L, et al. (2015). Parents’ conceptions of their homework involvement in elementary school. Psicothema 27(2): 159–165.

Dickinson DK, Grifth JA, Golinkof RM, Hirsh-Pasek K (2012). How reading books fosters language development around the world. Child Development Research 2012(602807). doi: 10.1155/2012/602807

Dorner L, Orellana M, Li-Grining CP (2007). “I helped my mom,” and it helped me: Translating the skills of language brokers into improved standardized test scores. American Journal of Education 113(3): 451–478. doi: 10.1086/512740

Epstein JL (2001). School, Family, and Community Partnerships. Westview Press.

Erdener MA, Knoeppel RC (2018). Parents’ perceptions of their involvement in schooling. International Journal of Research in Education and Science 4(1): 1–13.

Etikan I, Musa SA, Alkassim RS (2016). Comparison of convenience sampling and purposive sampling. American Journal of Theoretical and Applied Statistics 5(1): 1–4. doi: 10.6224/JN.61.3.105

Gao X (2012). Parental strategies in supporting Chinese children’s learning of English vocabulary. Research Papers in Education 27(5): 581–595. doi: 10.1080/02671522.2011.602102

Garcia O, Kleifgen J (2018). Educating Emergent Bilinguals: Policies, Programs, and Practices for English Learners, 2nd ed. Teachers College Press.

Green CL, Walker JMT, Hoover-Dempsey KV, Sandler HM (2007). Parents’ motivations for involvement in children’s education: An empirical test of a theoretical model of parental involvement. Journal of Educational Psychology 99(3): 532–544. doi: 10.1037/0022-0663.99.3.532

Henderson A, Mapp K (2002). A New Wave of Evidence: The Impact of School, Family, and Community Connections on Student Achievement. SEDL.

Heubusch JD, Lloyd JW (1998). Corrective feedback in oral reading. Journal of Behavioral Education 8(1): 63–79. doi: 10.1023/A:1022864707734

Hidayati IN (2020). Meaningful and memorable learning: Integrating TPR and YouTube videos to teach vocabulary. International Journal of Quantitative Research and Modeling 1(2): 100–111.

Hill NE, Tyson DF (2009). Parental involvement in middle school: A meta-analytic assessment of the strategies that promote achievement. Developmental Psychology 45: 740–763. doi: 10.1037/a0015362

Hindin A, Paratore JR (2016). What’s new in literacy teaching? Supporting parents as valuable partners in their children’s literacy learning. Available online: https://www.gatewayreadingcouncil.org/uploads/4/6/3/8/46387913/ila-e-ssentials-supporting_parents.pdf (accessed on 24 March 2023).

Hindin A, Steiner LM, Dougherty S (2017). Building our capacity to forge successful home-school partnerships: Programs that support and honor the contributions of families. Childhood Education 93(10): 10–19.

Hindman A, Skibbe LE, Foster TD (2014). Exploring the variety of parental talk during shared book reading and its contributions to preschool language and literacy: Evidence from the early childhood longitudinal study-birth cohort. Reading and Writing 27(2): 287–313. doi: 10.1007/s11145-013-9445-4

Hoover-Dempsey KV, Sandler HM (1995). Parental involvement in children’s education: Why does it make a difference? Teachers College Record 97(2): 310–331.

Imaniah I, Dewi NFK, Zakky A (2020). YouTube kids channels in developing young children’s communication skills in English: Parents’ beliefs, attitudes, and behaviors. International Journal of Language Education and Cultural Review 6(1): 20–30.

Itmeizeh M, Ibnian SS (2022). Psychological and pedagogical implements of communicative language teaching and total physical response methods. Arab World English Journal 13(3): 339–355. doi: 10.24093/awej/vol13no3.22

Izci B, Jones I, Özdemir TB, et al. (2019). YouTube and young children: Research, concerns and new directions. In: Brito R, Dias P (editors). Children, Families and Technologies. What Challenges? What Paths? (Portuguese). Centro Interdisciplinar de Estudos Educacionais. pp. 81–92.

Jeynes W (2012). A meta-analysis of the efficacy of different types of parental involvement programs for urban students. Urban Education 47(4): 706–742. doi: 10.1177/0042085912445643

Jordan GE, Snow CE, Porche MV (2000). Project EASE: The effect of a family literacy project on kindergarten students’ early literacy skills. Reading Research Quarterly 35(4): 524–546. doi: 10.1598/RRQ.35.4.5

Kalaycı G, Öz H (2018). Parental involvement in English language education: Understanding parents’ perceptions. International Online Journal of Education and Teaching 5(4): 832–847.

LaRocque M, Kleiman I, Darling SM (2011). Parental involvement: The missing link in school achievement. Preventing School Failure 55(3): 115–122.

Lee J, Yoon SY (2017). The effects of repeated reading on reading fluency for students with reading disabilities: A meta-analysis. Journal of Learning Disabilities 50(2): 213–224. doi: 10.1177/0022219415605194

Lochmiller CR (2021). Conducting thematic analysis with qualitative data. Qualitative Report 26(6): 2029–2044.

McCarthy M, Carter R (2014). Language as Discourse: Perspectives for Language Teaching. Routledge.

Mendoza S (2012). PH: World’s best country in business English. Available online: https://ph.news.yahoo.com/ph--world-s-best-country-in-businessenglish.html (accessed on 24 March 2023).

Mol SE, Bus AG (2011). To read or not to read: A meta-analysis of print exposure from infancy to early adulthood. Psychological Bulletin 137(2): 267–296. doi: 10.1037/a0021890

Neuman S, Celano D (2012). Giving Our Children A Fighting Chance: Poverty, Literacy, and the Development of Information Capital. Teachers College Press.

Nieto S (2013). Language, Culture, and Teaching: Critical Perspectives. Routledge.

Paradis J, Jia R (2017). Bilingual children’s long-term outcomes in English as a second language: Language environment factors shape individual differences in catching up with monolinguals. Developmental Science 20(1): e12433. doi: 10.1111/desc.12433

Patall EA, Cooper H, Robinson JC (2008). Parent involvement in homework: A research synthesis. Review of Educational Research 78: 1039–1101. doi: 10.3102/0034654308325185

Pinkham AM (2012). Learning by the book: The importance of picture books for children’s knowledge acquisition. In: Pinkham AM, Kaefer T, Neuman SB (editors). Knowledge Development in Early Childhood: Sources of Learning Classroom Implication. The Guilford Press. pp. 90–108.

Pollard-Durodola SD, Gonzalez JE, Satterfeld T, et al. (2017). Parent book talk to accelerate Spanish content vocabulary knowledge. The Reading Teacher 71(3): 335–345. doi: 10.1002/trtr.1615

Protacio MS, Edwards PA (2015). Restructuring sharing time for English learners and their parents. The Reading Teacher 68(6): 413–421. doi: 10.1002/trtr.1327

Rahman MA, Novitasari D, Handrianto C, Rasool S (2022). Assessment challenges in online learning during the COVID-19 pandemic. Kolokium Jurnal Pendidikan Luar Sekolah 10(1). doi: 10.24036/kolokium.v10i1.517

Ramirez AY (2008). Immigrant families and schools: The need for a better relationship. In: Turner-Vorbeck T, March MM (editors). Other Kinds of Families: Diversity in Schools and Culture. Teachers College Press. pp. 28–45.

Reeve J (2015). Understanding Motivation and Emotion, 6th ed. Wiley.

Rodriguez-Brown FV (2010). Latino culture and schooling: Reflections on family literacy with a culturally and linguistically different community. In: Dunsmore K, Fisher D (editors). Bringing Literacy Home. International Reading Association. pp. 203–225.

Sad SN, Gurbuzturk O (2013). Primary school students’ parents’ level of involvement into their children’s education. Educational Sciences: Theory and Practice 13(2): 1006–1011.

Sasan JM, Rabillas AR (2022). Enhancing English proficiency for Filipinos through a multimedia approach based on constructivist learning theory: A review. Science and Education 3(8): 45–58.

Schaller A, Rocha LO, Barshinger D (2006). Maternal attitudes and parent education: How immigrant mothers support their child’s education despite their own low levels of education. Early Childhood Education Journal 34: 351–356.

Sénéchal M, Young L (2008). The effect of family literacy interventions on children’s acquisition of reading from kindergarten to grade 3: A meta-analytic review. Review of Educational Research 78(4): 880–907. doi: 10.3102/0034654308320319

Sheldon SB, Epstein JL (2005). School programs of family and community involvement to support children’s reading and literacy development across the grades. In: Flood J, Anders P (editors). Literacy Development of Students in Urban Schools: Research and Policy. International Reading Association. pp. 107–138.

Souders B (2019). What is motivation? A psychologist explains. Available online: https://positivepsychology.com/what-is-motivation/ (accessed on 8 February 2023).

Sriwichai C (2022). The use of social media text-based exercises to promote university students’ knowledge of non-academic and academic English language. Arab World English Journal 13(3): 296–310. doi: 10.24093/awej/vol13no3.19

Steiner LM (2014). A family literacy intervention to support parents in children’s early literacy learning. Reading Psychology 35(8): 703–735. doi: 10.1080/02702711.2013.801215

Steiner LM, Hindin A, Rizzuto KC (2022). Developing children’s literacy learning through skillful parent-child shared book readings. Early Childhood Education Journal 50: 539–553. doi: 10.1007/s10643-021-01170-9

Stepanechko O, Kozub L (2022). Effectiveness of the inquiry-based method in English language teaching of Ukrainian university students through technology-enabled learning. Arab World English Journal 13(3): 368–377. doi: 10.24093/awej/vol13no3.24

Tekin AK (2011). Parents’ motivational beliefs about their involvement in young children’s education. Early Child Development and Care 181(10): 1315–1329.

Therrien WJ, Kubina RM (2006). Developing reading fluency with repeated reading. Intervention in School and Clinic 41(3): 156–160. doi: 10.1177/10534512060410030501

Troseth GL, Strouse GA, Flores I, et al. (2020). An enhanced e-book facilitates parent-child talk during shared reading by families of low socioeconomic status. Early Childhood Research Quarterly 50: 45–58. doi: 10.1016/j.ecresq.2019.02.009

Veblen KK, Kruse NB, Messenger SJ, Letain M (2018). Children’s clapping games on the virtual playground. International Journal of Music Education 36(4): 547–559.

Vera EM, Israel MS, Coyle L, et al. (2012). Exploring the educational involvement of parents of English learners. School Community Journal 22(2): 183–202.

Vroom V, Porter L, Lawler E (2015). Expectancy theories. Organizational Behavior 1: 94–113.

Whitehurst G (1988). Accelerating language development through picture book reading. Developmental Psychology 24(2): 552–559.

Downloads

How to Cite

Chavez, J. V., Adalia, H. G., & Alberto, J. P. (2023). Parental support strategies and motivation in aiding their children learn the English language. Forum for Linguistic Studies, 5(2). https://doi.org/10.59400/fls.v5i2.1541

Issue

Vol. 5 , Iss. 2 (September 2023)

Article Type

Article

License

Copyright © 2023 Jason V. Chavez, Haydee G. Adalia, Joebert P. Alberto

Creative Commons License

This is an open access article under the Creative Commons Attribution 4.0 International License.