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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¬ðs socioª²cultural 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¬ðs 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¬ðs 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 (Homeª²based)£¯84

4.4.3Teacherª²parent communication £¯91

4.4.4Parents¬ð 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¬ð Beliefs in English Learning£¯107

5.3Chinese Parental Involvement£¯110

5.3.1Chinese parents¬ð homeª²based 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 Hooverª²Dempsy & Sandler model of parental involvement£¯19

Figure 41Time spent each day in children¬ðs 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 teacherª²parent communication£¯92

Table 46Parents¬ð role in children¬ðs English learning£¯95