Korean Sojourner Families' Parental Involvement in Children's English Learning
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The present study took a qualitative approach to examine Korean sojourner families' parental involvement in children's English language learning. Informants of the study were parents and children from Korean families participating in an overseas training program for Korean government employees for one or two year terms in America. Findings from the interviews and written surveys were as follows: Korean sojourner parents were enthusiastically engaged in home-based involvement such as management and monitoring activities while they were less involved in school-based involvement; parents' English proficiency, cultural knowledge, and the home culture-born belief were the barriers to their full involvement; and despite generally positive attitudes towards parental involvement, children were rather negative to some management and monitoring forms of parental involvement, probably because they are not autonomy-supportive.
Abstract
The present study took a qualitative approach to examine Korean sojourner families' parental involvement in children's English language learning. Informants of the study were parents and children from Korean families participating in an overseas training program for Korean government employees for one or two year terms in America. Findings from the interviews and written surveys were as follows: Korean sojourner parents were enthusiastically engaged in home-based involvement such as management and monitoring activities while they were less involved in school-based involvement; parents' English proficiency, cultural knowledge, and the home culture-born belief were the barriers to their full involvement; and despite generally positive attitudes towards parental involvement, children were rather negative to some management and monitoring forms of parental involvement, probably because they are not autonomy-supportive.
참고문헌 (18)
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