作者：袁野
页数：151
出版社：上海交通大学出版社
出版日期：2021
ISBN：9787313224538
电子书格式：pdf/epub/txt
内容简介
本书以美国华人家长（包括华人移民、华人留学生、访问学者等）为研究对象，对家长参与孩子英语学习的看法及方式进行调查，探究不同家庭因素对华人儿童英语学习的影响，为中美教学工作者及国内相关政策制定者提供参考和指导。书中探讨的主要问题包括：①美国华人家长对儿童早期英语学习的看法以及影响看法的因素；②美国华人家长参与儿童早期英语学习的方式和举措；③美国华人家长在参与儿童早期英语学习的过程中遇到的阻碍和挑战。
目录
CHAPTER 1INTRODUCTION／1
1.1Background／1
1.1.1Chinese culture and traditional parenting／5
1.1.2Policies about parental involvement and ELLs／6
1.2Problem Statement／8
1.3Purpose of the Study／9
1.4Significance of the Study／10
1.5Research Questions／11
1.6Limitations／11
1.7Definitions of Terms／12
1.8Assumptions／14
CHAPTER 2LITERATURE REVIEW／15
2.1Theoretical Framework／15
2.1.1Ecological systems theory／16
2.1.2Vygotsky餾 socio瞔ultural theory／17
2.1.3Parental involvement model／19
2.2Parental Beliefs／22
2.2.1The nature and origin of beliefs／22
2.2.2Current approaches on beliefs research／25
2.2.3The development of belief studies／28
2.2.4Parental beliefs and children餾 development／29
2.3Parental Involvement／34
2.3.1Definitions of parental involvement／34
2.3.2Types of parental involvement／36
2.3.3Historical evolution of parental involvement／38
2.3.4Parental involvement and children餾 learning／41
2.4Parental Involvement in the Early Years in China／44
2.5English Language Learning in China／46
2.6English Language Learning in the U.S.／50
CHAPTER 3METHODOLOGY／55
3.1Research Design／56
3.2Role of the Researcher／58
3.2.1Statement of beliefs ／58
3.2.2Research interests／59
3.3Setting and Participants／61
3.4Means of Data Collection／61
3.5Data Analysis and Coding／63
3.6Trustworthiness／64
3.6.1Peer review／64
3.6.2Sound recording／64
3.6.3Member check／65
3.6.4Triangulation／65
CHAPTER 4FINDINGS／66
4.1Participant Profiles／67
4.1.1Participant Victoria／68
4.1.2Participant Zhai／69
4.1.3Participant Si／69
4.1.4Participant Jie／69
4.1.5Participant Yin／70
4.1.6Participant Zhou／70
4.1.7Participant Fang／71
4.1.8Participant Rita／72
4.2Emergent Themes／72
4.3Parental Beliefs／73
4.3.1Importance of English learning／73
4.3.2English starting age／76
4.3.3Expectations for English learning／79
4.3.4English language skills (Q6)／82
4.4Parental Involvement／84
4.4.1Time of involvement／84
4.4.2Strategies of involvement (Home瞓ased)／84
4.4.3Teacher瞤arent communication ／91
4.4.4Parents role／95
4.5Challenges and Barriers for Parent Involvement／99
4.5.1Time constraints／99
4.5.2Language proficiency／101
4.5.3Financial pressure／102
4.5.4Other barriers ／103
4.5.5Suggestions regarding parental involvement／103
CHAPTER 5DISCUSSIONS AND IMPLICATIONS／106
5.1Summary of Discussion／106
5.2Chinese Parents Beliefs in English Learning／107
5.3Chinese Parental Involvement／110
5.3.1Chinese parents home瞓ased strategies／110
5.3.2Chinese parental involvement in schools／113
5.4Diverse Parenting Roles／114
5.5Barriers to Effective Parental Involvement／115
5.6Implications／118
5.6.1Implications for schools and teachers／118
5.6.2Implications for Chinese parents／120
CHAPTER 6CONCLUSIONS AND RECOMMENDATIONS／122
REFERENCES／126
APPENDICES／146
Appendix A: Interview Questions／146
Appendix B: Background Information about the Parent and
Their Children／148
INDEX／150
LIST OF FIGURES
Figure 21The Hoover睤empsy & Sandler model of parental involvement／19
Figure 41Time spent each day in children餾 English learning／84
LIST OF TABLES
Table 41Overview of the participants／68
Table 42Age of starting English learning／76
Table 43Most important English skills／82
Table 44Strategies parents adopted at home／85
Table 45Major forms of teacher瞤arent communication／92
Table 46Parents role in children餾 English learning／95
