RT journal article
T1 Parental involvement in children’s (0–6-year-olds) EFL learningOutlining practical proposals for improvement as part of student teachers’ training
A1 Estrada Chichón, José Luis
A2 Didáctica de la Lengua y la Literatura
AB 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.
PB Departamento de Didáctica de la Lengua y la Literatura. Universidad de Granada
SN 1697-7467
YR 2022
FD 2022
LK http://hdl.handle.net/10498/34296
UL http://hdl.handle.net/10498/34296
LA eng
DS Repositorio Institucional de la Universidad de Cádiz
RD 10-may-2026