@misc{10498/34296,
year = {2022},
url = {http://hdl.handle.net/10498/34296},
abstract = {The  increasing  of  parental  involvement  in  children’s  EFL  learning  is  highlighted (Rixon, 2019), with parents preferring to start as early as possible (Fleta, 2019). In response to this socio-educational demand, EFL teaching begins in preschool (0–6-years-olds)  (Cortina-Pérez  &  Andúgar,  2020).  However,  parents  still  need  professional  support  regarding  how  to  approach  their  involvement  (Li  et  al.,  2018).  Thus,  this  study  aims  to  determine  the  degree  and  type  of  parental  involvement  (n=165)  in  the  province  of  Cádiz  (Spain),  considering  three  elements  of  analysis:  Learning  at  home; Parenting;  and  Com-municating (Rokita-Jaśkow, 2019). This first phase of research contributes to outlining a catalogue of practical proposals for improvement to support parents as part of student tea-chers’ (N=10) training (University of Cádiz, 2021-22). In terms of methodology, an explo-ratory mixed-methods research was conducted: Firstly, parental involvement was measured through a questionnaire (Rokita-Jaśkow, 2019); secondly, to collect the student teachers’ opinions,  weekly  online  discussion  forums  were  conducted,  and  a  focus  group  discussion  (N=4) led to agreement on eight practical proposals. The results reveal low levels of parental involvement, despite parents’ command of EFL. Finally, practical proposals are suggested for  activities  involving  a  closer  parent-child  relationship,  and  systematic  family-preschool  communication.},
publisher = {Departamento de Didáctica de la Lengua y la Literatura. Universidad de Granada},
title = {Parental involvement in children’s (0–6-year-olds) EFL learningOutlining practical proposals for improvement as part of student teachers’ training},
doi = {10.30827/PORTALIN.VI.26179},
author = {Estrada Chichón, José Luis},
}