PARENTAL INVOLVEMENT IN PRIMARY SCHOOL STUDENTS' ENGLISH LANGUAGE EDUCATION IN KAZAKHSTAN
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Date
2024-05
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Publisher
Nazarbayev University Graduate School of Education
Abstract
To improve the quality of education, it is important that parents participate in the education of children. The primary objective of this study is to examine the different forms of parental involvement in the English language learning process of children in Kazakhstan and to identify the challenges parents encounter in offering support, utilizing a qualitative research methodology. To collect relevant information, a semi-structured interview was conducted with seven parents living in Astana. Questions were asked and analyzed in relation to Epstein's Typology of Parental Involvement. According to the results, all parents noted the importance of children's learning English for their children’s future lives. In addition, the results showed that the types of parental participatory actions in the study sample were relatively largely consistent with Epstein's Typology. To be specific, Epstein identifies six types of parental involvement. Parents engaged in four types similar to those mentioned in theory, but another two types were not found among parents. Interestingly, in addition to Epstein's Typology, two more new types of parental involvement practices were observed. Based on the findings, it is suggested that the school should help parents with resources for home learning and involve them in school activities, while teachers should communicate regularly with parents and create fun English learning events. Parents should connect with community groups for extra learning opportunities
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Keywords
Type of access: Open access, Parents, parental involvement, involvement difficulties
Citation
Yerkin, D. (2024). Parental Involvement in Primary School Students' English Language Education in Kazakhstan. Nazarbayev University Graduate School of Education