Parental involvement in students` second language learning in Namibia

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PARENTAL INVOLVEMENT IN STUDENTS´ SECOND LANGUAGE LEARNING IN NAMIBIA.

31. LOKAKUUTA 2018

UNIVERSITY OF EASTERN FINLAND

TAIMI NDAHAMBELELA NEHEMIA STUDENT NUMBER: 2088372

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ITÄ-SUOMEN YLIOPISTO – UNIVERSITY OF EASTERN FINLAND

ABSTRACT

Tiedekunta – Faculty Philosophical Faculty

Osasto – School

School of Applied Educational Science and Teacher Education.

Tekijät – Author: Taimi Ndahambelela Nehemia

Työn nimi – Title: Parental involvement in students´ second language learning in Namibia.

Pääaine – Main subject Työn laji – Level

Päivämäärä – Date

Sivumäärä – Number of pages Parental attitudes, practices and experiences

with regard to English second language of their children.

Pro gradu -tutkielma x 31.11.2018 89 Sivuainetutkielma

Kandidaatin tutkielma Aineopintojen tutkielma

Parents are considered to being part of the stakeholder, and they play a crucial role in the educational achievement of their children. The parental involvement (PI) theory focus on parents aspirations and how they support their children’s academic development. This thesis explores the opinions of parents regarding their attitudes towards English as a second language in Namibia. The study investigated the strategies that parents use to get involved with their children in enhancing their second language learning as well as the experiences they encounter while assisting their children in language learning. The subjects of the study are the parents whose children have been in the transition grade which is fourth grade. To approach this study, a Quantitative research design was used. Data were collected by administering the questionnaires to the students to give them to their parents and return them to the school. After the data was collected, it was entered in the statistical package for social sciences (SPSS) and analysed using Descriptive statistics and inferential statistics (one-way ANOVA). The results of the study show that parents have positive attitudes towards English as a second language and they have reasonable English skills. Moreover, parents tend to use some strategies to assist their children in second language development. However, parents tend not to use some of the strategies. Furthermore, parents have positive and negative experiences they encounter while rendering the support to their children. There is no significant difference between the relationship between the child and parent, which means that it does not matter who stays with the child if they are biological parents or other guardians. However, there are significant differences between groups when it comes to age as well as the qualification which means younger parents tend to have English skills and get involved more than older parents. When it comes to eligibility, parents who have university degree have more positive attitudes towards English than those with primary education. There are still several aspects of PI that need to be studied in the future. The results for this study is a guide to the implementation of home and school partnerships as well as giving the necessary support to the parents to continue supporting their children.

Avainsanat – Keywords: Parental Involvement, Second Language Learning, Transition, Young learners, English language learners

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ACKNOWLEDGEMENTS

I would like to take this opportunity to thank the following people who have contributed to me achieving my study. First and foremost, I would like to thank the Republic of Namibia and Namibia student financial assistance fund (NSFAF) for awarding me a scholarship to fund my studies. Secondly, I would like to extend my gratitude to my supervisor professor Sari Havu- Nuutinen for the guidance and support given throughout the whole process of this thesis from the beginning until the end. Thirdly, I would like to thank everyone who have participated in my study from the schools that allowed me to conduct my research at their schools and the parents for taking part in the study for it to be a success. Last but not the least, I would like to thank my family for always keeping contact, friends for always having an escape time from books and have some social life together.

I dedicate this thesis to:

1. My beloved late grandmother (Selma Nekomba), who told me never to stop studying and this is my first certificate after her death and it’s just the beginning.

2. My beloved daughter (Blessing Wetu Haufiku) who I left back home at the age of two to pursue this study abroad.

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LIST OF TABLES

Table 1. Research participants’ demographic information (N101)……….36

Table 2. Overview of quantitative analysis……….. 39

Table 3. Summary of major information collected from the questionnaire… ………...39

Table 4. Central tendency of Parents English skills (N101)………... 41

Table 5. Descriptive statistics of parents English skills (N101)………... 42

Table 6. Parents usage of English speaking skill (N101)……….. 43

Table 7. Results of Parents English skills with regard to age group (N101)……….45

Table 8. Results of parents English skills with regard to guardian (N101)………..45

Table 9. Results of parents English skills with regard to Qualification (N101)………46

Table 10. Frequency of English leaning strategies parents use with children per week (N101).48 Table 11. Results of parents teaching strategies with regard to age group (N101)………….. 50

Table 12. Results of parents teaching strategies with regard to guardian (N101)………..…. 51

Table 13. Results of parents teaching strategies with regard to qualification (N101)…….….51

Table 14. Results of parents positive experiences with regard to age group (N101)…………53

Table 15. Results of parents positive experiences with regard to guardian (N101)…………..54

Table 16. Results parents’ positive experiences with regard to qualification (N101)………. 54

Table 17. Results of parents negative experiences with regard to age group (N101)………. 56

Table 18. Results of parents negative experiences with regard to guardian (N101)…………. 57

Table 19. Results of parents negative experiences with regard to qualification (N101)…….. 58

Table 20. Results of factors affecting PI with regard to age group (N101)……… 59

Table 21. Results of factors affecting PI with regard to guardian (N101)……… 60

Table 22. Results of factors affecting PI with regard to qualification (N101)………….…….61

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LIST OF FIGURES

Figure1. Factors affecting parental involvement……….. 26

Figure 2. Overview of research questions……… 31

Figure 3. Overview of research methodology……….. 32

Figure 4. Descriptive statistics of parents’ usage of English speaking skill (N101)…………44

Figure 5. Amount of children’s book at home (N101)………..47

Figure 6. English teaching strategies used by parents (N101)………. 49

Figure7. Frequency results for parents positive experiences (N101)……… 53

Figure 8. Frequency results for parents negative experiences (N101)………. 56

Figure 9. Factors affecting PI (N101)………....59

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LIST OF APPENDICES

1. Appendix 1. Questionnaire………...……80

2. Appendix 2. Parents’ consent letter………..…….84

3. Appendix 3. Approval letter from the University……….….85

4. Appendix 4. Permission letter to the Director and school principals………86

5. Appendix 5. Approval letter from the Khomas Director……….……..88

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ABBREVIATION

1. PI- Parental Involvement

2. ELL- English Language Learning 3. ANOVA- Analysis of Variance

4. SPSS- Statistical Package for Social Science

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1. INTRODUCTION

1.1 Language policy in Namibia

Namibia is one of the countries which adopted English to be the official language upon gaining its independence. As Frydman (2011) claims, Namibia has a language policy which is regarded as official monolingualism with English serving as the only official language. To confirm this, The Namibian constitution article 3 (1) stipulates that English shall be the official language of Namibia. While Crystal (2012) indicated that, a language could be made an official language of a country to be used as a medium of communication in the governmental and educational system. It means that to get into the system, it is essential for citizens to master the official language as possible. `` Such a language is often described as a second language because it is seen as a complement to a person’s mother tongue which is regarded as the first language``

(p.4) thus in this regard we will be approaching English as a second language of Namibia.

However, Frydman (2011) confirms that English is a first language to the smallest percentage of Namibia's population.

Since English was not used before the Namibian independence, most of the country take their oppressors' language to use as an official language, and this was not a case for Namibia. Thus, Namibia was not an English colony. German lost its official status and Afrikaans language as they were the languages used before independence. However, people who were born before independence were taught Afrikaans, and now this remains a challenge to start over learning English as it is essential. During the initial introduction of English as an official language, English was spoken by the minority 0.8% of the population as their first language, and another 4% could speak English as a second language, while about 91% of the population indicated that they could not understand English at all. (Frydman, 2011).

The Language policy in Namibia discussion document stipulates that children should be taught in their mother tongue or leading local language from pre-primary until grade 3. Grade 4 will be a transitional year where the change to English as a medium of instruction is taking place.

This study focus, especially on this phase, where the medium of instruction of English. This means that English become a medium of instruction from grade 4 upward (Ministry of Basic Education, 2003). According to Taylor and Goetzee (2013), transitional models include that a child’s first language is being used in the first years of schooling followed by a transition to the second language as the language of instruction. During the process of early exit transition models, the transition to the second language occurs after about three years of schooling. This

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indicates that it is a change for mother tongue to the second language as being a medium of instruction.

It is essential to study parents in this regard as they are one of the pillars to children’s learning alongside other educational stakeholders. Parents in Namibia have been urged to participate in educational activities of their children. Based on the Namibian education act (No 16 of 2001), parents should be given an opportunity to be elected to act as members in the school board when they have children as long as the school does not employ them. The majority of the school board should be parents, and they should be involved in the decision making of the school regarding recruitment, learners’ extramural activities as well as other responsibilities.

Furthermore, Parents are given the right to participate in and support school activities that are in line with the lives of their children (Ministry of Basic Education Sport and Culture, 2001).

Similarly, the Ministry of Education (2016) adopted the roles and responsibilities of parents.

These include:

• providing a quiet place for homework at home

• ensuring that children are punctual and attend school every day

• rendering material and financial support to the school when necessary

• attending meetings at school, liaising with teachers and checking children assessment.

Students’ family have different backgrounds, some students stay with two parents, some stay with single parents and others not with biological parents. Some parents are employed while others are not. Consequently, some parents have a good command of the English language and some parents may not have well or know English at all and rather speak other languages at home. In this sense, family structure plays a significant role as well and have a substantial impact on the nature of involvement from the parents (Epstein 2018). This is no exception from Namibia. When we look at the geographic location in Namibia, there is a clear distinction between rural and urban places. There is an unemployment rate, single parenting, as well as most young mothers, leave their children with other caretakers such as Grandparents while they look for jobs in the capital city (Windhoek) as it is perceived that jobs are available in the city.

However, some parental practices in Namibia are usually connected by culture, and traditional beliefs and that play a significant role in the PI. Often, fathers think it is a responsibility of mothers to take care of children while they provide them with what they might need (Wolfaardt, 2005).

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1.2. Parental involvement according to Epstein framework

Epstein (2009) came up with six categories of parental involvement for comprehensive programs that show practical ways of how parents should be involved in their children’s education.

Parenting

This includes basic obligations and responsibilities of families. Good parenting help establish a home environment that is conducive for their children, not only when it comes to learning but all aspect of raising children in a safe and healthy home. Parents tend to be aware of their challenges of parenting and can understand about parenting, and they are confident about their parenting styles. Not all parents know what they are expected to do. This workshop and other forms of support are required. Parenting should be supporting, nurturing, loving and child raising.

Communicating

When there are active forms of communication of school to home and from home to school about school programs and children progress. It helps parents and teachers to be aware of the informed decision involving children. It makes parents understand the teacher’s job and make the comfort of parents to approach the school and respond to all the school programs that they are informed about. Thus, communication should be about relating, reviewing and overseeing.

Volunteering

Parents are taking part in school activities, and parents make a schedule in which programs they want to assist. It makes parents in working with the school. When parents are doing volunteer work at the school, it makes them feel valued by the school and feel welcome. It is also beneficial to them as they gain skills from the training on a volunteer program they do. In this case, volunteering should be supervising and fostering.

Learning at home

When parents are provided with information and ideas on how to assist their children at home, especially with their homework and other academic activities. This will encourage parents to support their children at home and are aware of how their learners are progressing with their school life. It makes parents of their roles at home and how the learning of their children will be supported and enhanced at home. Learning at home should be managing, recognising and rewarding.

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Decision making

Parents have to be part of the school decision and given a chance to serve in specific leadership of the school. There is a shared view and action between the school and parents which benefit both parties. Furthermore, parents also need to have a voice in school decisions, and they are aware of all the decision concerning their children’s education. Decision making should be about contributing, considering and judging.

Collaborating with the community

Resources and services from the community should be identified and be integrated to strengthen school programs, family practices and student learning and the development of the whole community at large. Families need to be informed about the community programs for students such as a community library and others. Parents will also have an opportunity to interact with other parents in the community through organised events and activities. It includes sharing and giving.

In support of the collaboration between the school and community, the National Curriculum for Basic Education explains that a community around the school is an enrichment source for the school. Forms of donation can be made to the school from individuals and business in the community. Some expertise from the community who are good in various fields such as arts, crafts or Agriculture may be approached to support teaching or have co-curricular activities.

Any other form of collaborating the school and community are also exercised such as maintaining the school premises and sharing resources. (Ministry of Basic Education, 2016).

1.3. Parents´ involvement in language education

The concept of the term parental involvement (PI) has been discussed by most researchers trying to find the best way that defines it. PI is defined in numerous ways, and their meaning can range depending on the usage and context. According to Kung (2016) ``PI can range from parental aspirations, expectations, interest, and attitudes and beliefs regarding education to a more active parental participation and practice in specific activities at home`` (P. 266). At the same time, Fan (2001) says that PI has been defined as parent’s ambition for their children’s academic achievement through parents communicating with their children about education and school matters as well as being involved through supervision at home. Hornby (2010) further adds that PI includes what parents participate in the education process and experience of their children which involves, reading and supervising their homework as well as attending workshops and school meetings. In this case, the use of parental applies to any person who is

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in a parenting role with children such as mothers, fathers, grandparents, other members of an extended family as well as foster parents.

If parents are involved in their children’s education and learning process, it could benefit children to do well in school and become academic responsible. According to Epstein (2018), Parental involvement helps students, improve schools, assist teachers and strengthen families.

Studies by Panferov (2010) suggest that parents can be involved in their children’s learning in various ways such as they could be engaged in activities at home, encourage and facilitate their children’s homework and checking their school progress regularly. At the same time, Panferov (2010) further states that parental involvement with the schooling of their children is significant to student's success, which means that the more parents are involved in their children’s academic development, the more the children are likely to excel. When it comes to the parents being supportive at home in second language literacy, reading and writing exposure at home seems very important as part of building literacy to promote academic success.

Epstein (2009) agreed that there is a connection between literacy resources at home and students’ literacy development. This is due to that family has a significant influence on literacy and reading achievement in the early years of children before they began schooling. During the infancy stage of children, they learn how to talk, sing, and read books with adult assistance.

Similarly, Harper (2010) has indicated that programmes that encourage parent involvement in literacy‐related tasks at home are particularly beneficial to the English language learning (ELL) children, as those programmes are associated with gains in English language literacy.

Many researchers conducted on parent's involvement indicated that it is essential for parents to support their children's learning. Cox (2005) states that PI is significant to children of all ages.

There should be no limitation to when parents should support their children's education. Parents can help their children in so many ways. In addition, Forder and Watts (2013) indicate that, whether parents have language skills themselves or whether they have never taken part in a language lesson, involving them in what and how their child is learning can be a precious way of supporting foreign language, and this will help them to get ideas on what happened in foreign language classrooms.

1.4. The aim of the research

The objective of this study is to explore and find out parent’s attitudes towards English language, strategies they use in supporting their children’s English second language learning.

Besides, the study will explore parent’s experiences they encounter while helping their children

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language learning. This study will provide information on possible methods and strategies that parents can use to assist their children’s language learning. Furthermore, it will discover the experiences that parents do encounter and face during supporting their children so that they can get proper guidance, assistance and recommendations. At the same time, it will foster a good relationship between educators and parents and provide information for teachers on how parents support language learning and how this work could be done together. The researcher believes that both teachers and parents are essential in uplifting children’s learning. Finally, this will be an excellent way to make the effort of parents be recognised and valued by ensuring that the education policymaker identify the voices of the parents when making implementation.

1.5. Statement of the problem

This study is designed to explore how parents do and could support their children’s English as a second language development in Namibia. It also wants to find out how parents are involved in contributing to their children to learn English as a second language. In the same line, it also wants to find out what experiences do parents have in assisting their children English language learning as well as their attitudes towards English being the second language. Therefore, the focus of this research is to find out how parents support their children learning English as a second language during the critical period which is the transition phase (grade 4). Meaning only parents who have children that were in grade 4 will be studied. It is of great importance to examine the critical influence of parents in the second language development of the children.

There is little scholarly information on parental involvement has done in the Namibian context, meaning there is much room for research in the discipline. According to the research findings by Hamutenya (2013), who carried the research about parents' involvement in students' education in general in Namibia, the findings indicated that parents were not reminding or encouraging their children do school work at home and they were not contributing to their academic phase due to parents being not motivated and provided with the skills on how to support their children. Some of the issues that prevent parents to be actively involved in children’s learning include low self-esteem and alcohol abuse. According to Forey, Besser and Sampson (2016), the responsibility of foreign language teaching depends on the cultural beliefs of parents, and they can differ between contexts. Most parents feel that the burden of teaching English rested entirely with the teacher.

There are some countries where parental involvement has been part of the education system, especially in Western countries. It is confirmed by Soininen and Merisuo-Storm (2012) who indicated that the emergence of school-family relationships in Portugal began in the early 1900

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centuries, it was recognised until 1997 and reinforced from 1998- 2008 (p.55). Furthermore, when it comes to the Finnish National Board of education, parents are valued by the school, and they play a vital role in the education regarding their children. Parents and teachers have a meeting where they discuss the learning for the children. Also, they have individual plans for different children of different educational need. There is public pupil welfare which its primary aim and responsibility is to monitor, evaluate and develop the welfare of the school community and teaching groups. It ensures the health and safety of the school. Parents do participate in the initiation, and their decision and experiences are being heard and put into consideration (National core curriculum for basic education, 2014). However, there are some countries where the issue of parental involvement is still developing. According to Sergio, Hurtado and Harold (2016), there is few academic information about parent involvement in their children’s English language as foreign language literacy in the Colombian context. No study found which specifically looking at parents getting involved in children’s second language in the Namibian context.

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2. IMPORTANCE OF PARENTAL INVOLVEMENT IN EDUCATION DEVELOPMENT

2.1. Introduction

PI is one of the influential aspects that enhance children’s learning. Many schools are coming forth to encourage parents´ to take part in the education of children and assist the school community in so many ways. The district believes that parents´ can play an influential role in children thus they are including them in children’s learning will benefit the school and make things easier by creating a bond between educational stakeholder. Moreover, when parents´ are involved, it motivates children to keep on learning and building a relationship with their families. In this regard, it is deemed essential to dig through and explore what do benefits schools through the parents’ participation. This chapter examines the importance of PI to the school community as well as to the children’s learning.

2.2. Parental involvement in the school community

According to Ho (2013), parental involvement in school education of their children has been the focus of many home-school studies carried out locally and abroad for more than a decade.

However, different in concept and inconsistent findings make it difficult for researchers and practitioners to find key constructs that could help establish methods for active parental involvement. Ho (2013) further stresses that parental investment is a measure of the types and amounts of resources parents spend on fostering their children for both social-psychological and intellectual development. It has a direct effect on student’s self-concept as well as on academic achievement of children. In support, Harper (2010) indicates that parents play a significant role in their children’s educational development. Most research has shown that there is a positive relationship between children’s school success and their parents’ involvement in their education.

Blandin (2017) states that when it comes to providing children with equal opportunity to learn remains a responsibility of all stakeholders to put more effort. Much has been emphasised about home and school-based factors that contribute to children learning. The home and school connection include the collaboration between the parent and the teachers in the educational interest of children. Parents are provided with the opportunity to be involved in the educational process of their child. It yields direct participation in which both teacher and parents attend conferences, and parents can offer to volunteer to school activities. Effective communication between parents and teachers is vital for connecting the two institutions.

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Moreover, Chang, Park, Singh, and Sung (2009) shows that many educators are making an effort to involve parents in children education through parenting workshops, volunteer opportunities and fundraising initiatives. Similarly, Soininen and Merisuo-Storm (2012) indicated that home should not be just viewed as a setting social context but as a learning context and thus parents' influences should be put into consideration. Both the school and home are part of the same system in which children’s academic development happen in their daily lives.

Parent volunteering may also differ from culture and social setting. To define parent volunteering, Lockstone‐Binney, Holmes, Smith, and Baum (2010) indicate that, volunteering includes free will, availability of reward, and formal organisation. This suggests that parent will volunteer when they want to and when given some direction and guidance on how to go about it and what will be their expectations and outcome from the volunteering activity. Ho (2013) adds that; parent volunteering can be an additional form of resource for school development. There has been a growing interest in enhancing children’s education and to improve school effectiveness as parents are a key part of stakeholders and are involved in decision making. According to Epstein (2018), PI is beneficial to students, strengthen schools, assist teachers as well as build a strong relationship between parties involved. Teachers’ hopes parents can support, guide and influence their children to their schoolwork while parents are seeking help from teachers on how they should help their children at home. Some teachers are advocating for parents to be involved however they are not suggesting in what way they should in which it confuses parents.

One of the best approaches identified by Epstein (2018) is a partnership, in which educators, families and community members work as a team to share information, guide students and assist children. During the partnership, there are equally divided responsibilities between home and school in promoting children’s learning. Additionally, Ho and Kwong (2013) claim that most schools found parental involvement to be enhancing home-school communication and result in improved home-school cooperation. This is supported by Al-Qaryouti and Kilani (2015), who indicate that educators are encouraging parents to offer activities at home to help their children emerging literacy. Besides, Christenson and Sheridan (2001) suggest that to prevent children from failure is through partnering parents and the school. These kinds of relationship are meant on fostering a positive environment. Most schools are promoting partnership which increases parent participation in the academic growth of their children. When it comes to the school community, this does not only refer to teachers but all educational

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personnel and the whole school climate. In this case, the relationship between the home and school and collaborations should be promoted and given value.

2.3.Parental involvement in regard of children’s learning

According to Wheeler, Godwin, Connor, and National children’s (2009), ongoing parental involvement continue to have a more significant impact as children progress through primary schools. Where primary schools work actively to communicate with parents, children make better academic progress and show better self-regulation. Strong parental support for learning leads to better improvement in reading at the age of 10. It indicates that children at that age are in the fourth grade which is when they start the medium of English. Parents being involved in their children’s education enhances children’s intellectual and social development, and it may help to build parents the confidence to continue involvement and communication with schools as their children progress through their education.

Additionally, Epstein (2018) claims that student’s hope their families are knowledgeable about their schools and be helpful to them on school matters at home. Moreover, Fan, Williams, and Wolters (2012), who focus more on the relationship between parents and children suggest that students build a positive relationship with their parents through their involvement which creates more family bonds. PI is regarded as one of the critical aspects of the social environment which provide a powerful influence on children's motivational beliefs and behaviours.

As Al-Qaryouti and Kilani (2015) claim on the social perspective of the children, many specialists in this field have confirmed that when parents are involved, it shapes children personality and prepare them for the future challenge and make them ready to be prepared to go to school and learn. They will stimulate self-confidence and high self-esteem in children.

Parents can help children to develop a sense of literacy by exposing them to texts. This will make children to be curious and want to learn more. Moreover, Robinson and Harris (2014) add that, when parents help in the accomplishment of their children, it assumes a variety of positive roles and children will gain confidence about accomplishing and obtain better grades in the second language learning. English, foreign language (EFL) Parent’s Involvement in children’s learning a foreign language has a significant impact on learners acquiring the target language. Robinson and Harris (2014) emphasise that, when parents are involved, it is beneficial to children concerning reducing absenteeism, improving discipline and increasing children school completion. It also helps to promote children’s engagement, emotional and academic growth.

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Furthermore, Wong, Ho, Wong, Tung, Chow, Rao, and Ip, (2018) show that, during parent- child interactions, children learn from their parent’s expressions of emotions and those can have an impact on them as they grow up. Children learn how to handle their feelings which is much influenced by how parents are involved in their life. Children get a picture of what their parents expect from them and especially with their academic outcome which makes them make the right decision. It makes them have a positive feeling towards learning and lead those to be well academic behaved. This is supported by Fan and Williams (2010), who indicated that when parents are involved and participate more in school events, children tend to be more engaged with school activities which leads to academic achievement and they hardly drop out of school. Similarly, Chang, Park, Singh and Sung (2009) add that, when parents have involved it boost children’s level of competence and autonomy. Children gain a sense of security and connectedness and help them to internalise educational values.

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3. PARENTS INVOLVEMENT IN CHILDRENS FOREIGN LANGUAGE LEARNING.

3.1. Introduction

When it comes to parental involvement, there are so many aspects that need to be looked at.

This is due to that for parents to succeed in supporting their children and become active parents´, the methods that they employ should be looked upon and what are their roles as parents´ in their children life. It is in this chapter that we discuss what parents´ expected to do are and what are their responsibilities in children learning. This chapter also brings you how parents´ react towards second language learning and how that could impact their children learning. Parents’ feelings concerning language learning and what kind of support they think they should give in. This chapter will conclude by looking at strategies and methods that parents use to assist their children are discussed and how they can put that to good use and practice.

3.2. Parents roles, aims and responsibilities towards their children learning

Giallo, Treyvaud, Cooklin, and Wade (2013) indicate that, if parents have a role of play, learning and everyday activities with their children, it is essential in enhancing their cognitive and language development. Therefore, Hornby (2010) states that making sure that children get to school on time with the correct equipment is one of the parents' roles. It is also the role of parents´ to make sure they have received information and instruction about their children from the school. At the same time, parents can be as facilitators of their children when they are at home. Moreover, parents can also have roles of contributing to the school through membership of parent-professional association which can include parents´ being a member of the school board, member of parent-teacher association or parents´ support groups. Second language literacy depends on many factors such as it is the duties of parents to provide access to books, academic technology, structured study time, and regular reading and writing exposure to their children at home. This is supported by Panferov (2010), who urge that children should be allocated time to do homework and the parents should find time to sit down and help them with their assignments. Finally, Wadho, Memon, and Memon (2016) findings indicated that parents influence the second language learning of their children by playing their roles in encouraging, monitoring and supporting their education. In some cases, parents´ get involved actively in boosting their children to learn English by offering them some tokens of reward or gifts when they do well in English.

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It is the parents' responsibilities to borrow books for their children, have a reading corner in their house. Additionally, parents can facilitate their children’s English, foreign language in at least by many ways such as providing information to children and providing learning conditions such as materials, time and resources. They can also offer feedback on student’s language development literacy test at home by monitoring their performance. Even when the parents´ do not master the target language, they should offer some support and encouragement to the children. Being actively involved in students´ English foreign language homework is a good parental contribution to children’s English foreign language learning (Al-Qaryouti &

Kilani 2015; Sergio Aldemar, Hurtado & Harold 2016).

Similarly, Ule, Živoder and du Bois-Reymond (2015) state that, some duties of responsible parents´ includes organising the child daily routine life, choosing a school, being aware of child punctuality, ensuring the child join extra-curricular activities, helping them to learn and motivating them to work hard. Parents´, especially mothers´, take over the care and the responsibility for their children’s academic life. Not only about the academic roles, but a parent has the responsibility of supervising and disciplining the children at home as behaviours also affect children performance.

3.3. Parents´ attitudes towards English as a second language

Based on García (2005), who talked about the language and culture, the way parents get involved in their children language development is related to cultural practices and values. The way parents approach a second language with their attitude may influence the opinion of their children. Some parents might choose their children to use a language over the other which might have a negative impact on children’s language development. Furthermore, some parents feel that English is more a formal language that should be used in school while their first language is a social language that they think they can only interact with their children especially when at home. According to Forey, Besser and Sampson (2016), who focused on foreign language learning add that, the responsibility of foreign language teaching depends on the cultural beliefs of parents´, and they can differ between contexts. Most parents´ feel that the responsibility of teaching English rested entirely with the teacher.

When it comes to parents´ attitudes, Hornby (2010) states that parents’ beliefs about the way they view their role in their children’s education are crucial. Parents who believe that their role is only to get children to school, which then takes over responsibility for their education, will not be willing to be actively involved in either school‐based or home‐based PI. For some

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parents’ lack of confidence in helping their children may be because the language of instruction is not their first language and they feel they cannot communicate effectively with teachers.

Similarly, Forey, Besser and Sampson (2016) indicate that Hong Kong parents are involved in supporting their children’s literacy development in a variety of ways, yet they do not generally embrace culturally specific western practices such as reading aloud. Moreover, Chang (2008) states that parents’ opinions about English education and their support have a significant impact on children. Parents are worried about when is the right time for their children to start learning English, who should teach their children English and more concerned on what roles they have to play when it comes to assisting the English language for their children. Bartram (2006) implies that the parent who are eager to encourage their children are the one likely to have a background in language learning.

As Gao (2012) claims, concerning language learning, parents who feel they don’t have enough knowledge of English opt to get a competent person to offer English to their children, they also often provide materials to the children. They feel it is vital for their children to have access to these resources to advance their English learning. On the other hand, Chang, Park, Singh, and Sung (2009) confirm that most of the parents from language minority might have different attitudes towards other languages. At the same time, Oladeho (2006) found out that, most Taiwanese parents believe that with sufficient hard work, children can succeed. They often want their children to work harder to ensure that they learn English.

3.4. Strategies / practice parents use during involvement

Parents engage themselves in children's learning by using many methods that they are either planned or simultaneously. Most of what parents use to assist their children with is regarded as an informal education though it has a significant impact on their children's formal learning.

Reading is one of the common strategies that parents seem to use as they start by reading bedtime stories to their children and later read together. Other extramural activities parents use is singing, drawing and playing educational games (Suizzo Pahlke, Yarnell, Chen & Romero, 2014). Furthermore, Harris and Goodall (2008) add that, parents develop a home learning environment in which they engage in ranges of activities throughout their everyday life such as reading to children, teaching and singing songs together, taking children to visit a place or having other children to play with.

Taiwanese parents involve themselves in their children's schooling in numerous practical ways such as providing children with significant psychological and practical support, purchasing

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extra resources to supplement their children's academic work or enrolling them in enrichment classes and special after-school or weekend programs (Ho 2010). Moreover, parents can support their children’s education in various ways, in which they are beneficial to their children. According to Fan et al. (2012), multiple ways parents use range from parental education aspiration, parents' advice, parents' participation in school functions, visiting the child’s classroom as well as parents-school contact. Additionally, Giallo et al. (2013) state that parents can engage themselves in many ways that enhance their children learning. They can sing songs with their children, painting and drawing, playing with letters and numbers, creating regular organised opportunities for their children to play with peers, and visiting local community resources which includes libraries and other educational sites. Similarly, Tudge, Odero, Hogan, and Etz, (2003) add that parents can provide educational toys, answering questions and showing interest in engaging second language learning with their children.

In addition, Xiaoyi (2017) research findings indicate that, when it comes to China, in the English training centre context, parents support their children through asking their children’s learning activities such as, homework, accompanying and supervising them at home, communication with teachers, attending schools' activities and signing cross-curricular issues with their teachers. Moreover, Lau (2014) urges that parents can provide instructions in which they direct children by providing them with socio-emotional development. They may also have a discussion in which they converse with children about issues regarding education and language. Parents can participate in home learning activities together with their children and develop a culture of learning in children’s life.

Epstein (2009) identified storybook reading as one of the strategies that parents involve themselves in. According to him, it is one of the effective methods that teachers encourage parents to use primarily at children’s young age. Parents can read together with the children or do a shared reading and taking reading turns with their children. Some parent who cannot offer a reading session to their children often get volunteers from the school community to offer reading to their children either after school or on holidays. Additionally, Bartram (2006) confirm that there are plenty of ways that parents can use to influence children such as encouraging children to take part in foreign language exchange programs and excursions, helping children with language homework as well as motivating children to read materials written in foreign language. Some parents might make the target language country destination as a family holiday, and in this case, they take their children to English countries to experience the language with the locals.

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4. PARENTS EXPERIENCES OF ENGLISH AS A SECOND LANGUAGE 4.1. Introduction

Not so many parents know what they should do to involve themselves in children’s learning.

Parents’ feelings also have a connection to whether they want to support children academically or not. What parents encounter when rendering support to the children’s education might affect how parents continue with their involvement. In this chapter, how parent believe how their involvement could help their children and what they think it is right when it comes to being involved in children’s learning will be discussed. Though parents seem to be more involved and feel they should do more, some matters determine their involvement. Finally, it looks at what kind of factors affect parents’ involvement and how that impact children were learning.

4.2. Parents’ experiences and beliefs about parental involvement

According to Hornby and Lafaele (2011), parents believe that their children’s intelligence is fixed, and that school achievement is mainly due to being lucky, so they see no point of giving any support as they think either they don’t engage themselves, their children will still make it in school or not make it even if they get involved. They believe it is a waste of time to encourage their children to do their homework or attending the parent-teacher meeting. Parents who say that the way they bring up their children will have a significant impact on the children are more likely to be involved. Some parents feel that their contributions are not valued by the teachers who will demotivate them to take part. Similarly, Al-Qaryouti and Kilani (2015) shows that, most parents’ think it’s the duty of teachers when it comes to children’s literacy and that they only learn at school. Moreover, Goodall (2013) indicates that parents with little financial resources usually have lower aspirations of their children academic outcome. Parents from most minority ethnic group generally hold high expectations for their children.

Furthermore, Brown, Hilukiluah and Kambonde (2014) confirm that Parents are perceived to have an interest in their children’s education, and their approach to learning of their children have a significant impact on children. According to Barge and Loges (2003), some parents feel that their level of education and negative school experience have led them not to take part as they think they haven’t achieved anything from school. This influence their level on how they feel they should participate in their children learning. Some parents think it is difficult to deal with their children academic life. Besides, Al-Dababneh (2017) shows that parents feel like they are not given choices as there is no explicit collaboration and assistance from the teachers to provide those ideas of what kind of support is suitable for children. They feel if they start involving without proper guidance, it might hinder the teachers work in case they do it in a

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wrong way in which it affects children in the long run regarding who is right between a parent and a teacher. Most parents without university qualification feel inferior and don’t want to associate themselves with teachers and refuse to work with them. Other parents may not be interested in participating in activities which they think they don’t have skill in or they may not have an idea on what to do.

Based on Tekin (2016), when parents have sufficient knowledge and skills, they are more likely to get involved in activities with their children which they tend to value their children succeed.

When parents feel they don’t have the necessary skills they opt to look for help from others or teachers to get ideas on how they could help their children’s learning. Usually, parents often choose the type of involvement which they have confidence in that they can make their children excel. Some parents have a perception that their time is not adequate to help children and the little time they have to think won’t help the child to acquire anything. Furthermore, Torimiro, Malik and Kolawole (2004) indicated that most parents believe that education is an essential aspect for their children future. Though most parents from rural areas are illiterate and take farming as a lifetime job, they tend to send their children to school. They feel that the education of their children is associated with their input, even when some are not educated, they do not want their children to go through the same thing. Moreover, Tekin (2011) says that, parents who have a strong self-efficacy for supporting their children, are likely to face the challenge and get through them to achieve positive outcome while parents with low self-efficacy are likely to avoid or ignore if they feel the involvement does not make any difference in their children’s education life. Similarly, Ule, Živoder and du Bois-Reymond (2015) indicate that most parents are willing to give up their own needs and desires, be with their children, assist them with their schoolwork, find information through the school and might even pay for additional classes for their children.

4.3. Factors affecting parents’ involvement

Although parent's involvement can yield success among their children based on the researchers, they have indicated many possibilities of strategies they can use, mostly parents also face some limitations which makes it difficult for them to offer academic support to their children. One of the common factors affecting parents is lack of time. When it comes to the lack of time perspective, Hornby and Lafaele (2011) state that, when both parents work, there will be less time available for both home‐based and school‐based PI as they will have limited time to spend at home with the children. Additionally, Forey, Besser and Sampson (2016) indicate that lack of time that parents must spend time with their children due to work was one of the challenges

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most parents faced. Another problem was lack of language proficiency among parents as well as the financial reason that prevent the kids from getting support material. Some parents lacked knowledge of how to do so effectively

Furthermore, LaRocque, Kleiman and Darling (2011) indicate that most barriers that usually inhibit parents' participation in their children’s academic involvement range from employment issues whereby most parents are away from home due to long work hours which means they do not spend adequate time with their children. It also limits their participation in school activities or attending meetings and get involved. Similarly, Panferov (2010) adds that, although some parents understood that it is essential to help their children in this manner with their homework, they feel disempowered due to their English language struggles. It is also a challenge for some parents as the children rarely ever spent time at home studying, but instead prefer to watch TV, talk on the phone, or play video games.

According to Hornby and Lafaele (2011), some parents might not know what exactly roles they must do to be involved in their children’s education. Some parents lack confidence in helping their children because the language of instruction is not their first language. Some parents might have had negative experiences with their children’s previous schools or behavioural difficulties of their children. Most parents lack confidence if they think they have not developed enough academic competence to assist their children. Some parents feel inferior because of their qualification which might be low or if they don’t have qualification related to education. Family circumstances is also a barrier as some are single parents or large families might find it difficult to arrange the time for PI. They came up with the following table figure to indicate the categories of barriers.

Figure1. Factors affecting parental involvement (Hornby & Lafaele, 2011, p.12).

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Besides, Forey, Besser and Sampson (2016) state that, some of the barrier parents experienced are linked to lack of time as parents do not have time to spend with their children due to work as parents have to make some income to support their family. Another challenge was lack of language proficiency among parents as well as the financial reason that prevent the kids from getting support material. Some parents lacked knowledge of how to do so effectively.

Moreover, Harris and Goodall (2008) confirm that most parents who work full time or far from their home think that time is the limitation to their lack of engagement in their children education. Similarly, Tekin (2016) claims that parents who have multiple children find it difficult to get time to help each child as they also have demands from other households’

responsibilities. Finally, Goodall (2013) indicated that ethnicity, lack of language knowledge, parents’ experience of education and socioeconomic status are some of the factors that hindered PI.

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5. SUMMARY OF THEORETICAL FRAMEWORK

PI has been found to influence children’s academic development. If parents are actively involved in their children’s education and learning process, it benefits children to excel and become academic responsible from a young age. Though there are many contradicting result findings and usually PI can be different from context to context. PI can also mean different to different people in different context. PI can include any method or act parents use to take part in their children’s learning. There is a clear distinction on how parents involve in language or other fields. Looking at the Namibian history which was not an English colony and adopting English as the official language and eliminating the language that was used during the colony.

Having to go through this language transition, most people have to start learning the official language. This has been a challenge, and not many people got the chance as education was then limited. Those people are today’s parents, and thus they are studied to see how they are impacting the children learning.

Epstein came up with an interesting framework which gives a clear picture of what successful parents should do to get themselves involved in the whole aspects of children. This entails the issue of parenting where parents should correctly know the type of parenting. Communicating whereby parents and schools should talk about the children’s education together and decision making in which parents can be part of the decision that the school is making for their voice to be heard. When it comes to working at home, parents should know their roles in how they provide academic support to their children. However, not all parents can do all that as some are not sure of their way of parenting if they are doing it the right way and indeed, they need support. PI can be beneficial to the school community and foster a strong relationship between the school and the home. Teachers´ advice parents to get involved and help children especially when it comes to the homework. Parents tend to have a positive attitude when teachers are reaching to them regarding children. They feel they are part of their children learning. When it comes to children, they are happier when their parents are asking them about their schoolwork.

Not only does it encourage children to continue with their schooling but also create a strong bond as well as increase high self-esteem in children with social skills.

Furthermore, parents have a role to play, not just about raising their children but also supporting their children school life. Parents should know their roles and responsibility when it comes to the children school life. Some of the schools and duties of parents are; making sure that children get to school on time, giving them educational materials such as pens, making sure they receive information from the school regarding their children’s learning and being facilitators at home.

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Moreover, parents should provide access to books, academic technology and exposure to their children. Most importantly, parents should find time to read together with their children, visit libraries and to assist with homework. Not only for academic purpose but it is a great way to bond with their children and create positive relationships.

Most of the parents’ attitudes towards language have a connection with culture and beliefs.

This indicates that it can differ between contexts and depending on the language the second language and how it is affecting their mother tongue. The way parents approach a second or foreign language with their attitude will influence the manner of their children. When parents opt to use a particular language over the other might also cause conflict views in children on which language to learn. Some parents feel a second language is formal and should only use for official purpose while their mother tongue is more of social communication and should be used at home. This is also affected by second language skills. If parents feel they cannot articulate themselves well in the second language, they might not want to give any form of support. Most parents think it is the responsibility of teachers to teach second language learning to the children. In addition, some parents believe providing materials is enough for them to be involved.

There are many strategies that parents can get involved with their children to support language learning. Reading has been one of the methods that have been commonly used which start earlier when parents begin to read bedtime stories to their children. Some of the extramural activities that parents can use with their children are; singing, drawing and playing educational games and puzzles. Moreover, parents can also use the following strategies to support their children language development; helping with the English homework, visiting libraries together with the children, having a reading corner at home, purchasing extra academic resources, enrolling children in language clubs and taking vacation trips to the target language countries with their children.

When it comes to parents' experiences when supporting their children with language learning will also have an impact on how they give support to their children. If parents have positive experiences when they are supporting their children, they are likely to continue with help. On the other hand, if parents have negative experiences they encounter while rendering educational assistance to their children, they are likely to withdraw and avoid continuing with the help.

Besides, it is important to note that parents' experiences with school themselves can also affect how they involve with their children education. It is essential for the teachers to value and

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notice the effort of parents as it is a form of motivation for them. Moreover, some parents might experience some difficulties in some language areas, and this makes it difficult for them to continue, and they are afraid they might provide false information to the children who might bring conflict with what they learn from the teachers.

Usually, parents often select the type of involvement that they have confidence in and they can help the children. Furthermore, there are many factors identified which are hindering parents from supporting their children adequately. Parents who experience lack of time often feel the little time they get will not be enough to influence the children’s learning. In most cases when parents are employed and work far from home, it is difficult for them to schedule the time to spend and give educational assistance to their children. Another factor is the lack of confidence from the parents when they feel that their knowledge in children related activity is limited, they opt not get involved. Some of the factors preventing parents from getting involved with their children learning to include; the different language used, historical and demographic and economy, life context.

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6. RESEARCH TASK AND RESEARCH QUESTIONS

To find answers that will give us information and achieve the aim of this research, it was necessary to come up with the questions that will help us to gather all the information needed.

The following questions are motivated by the perceived lack of parental involvement in children’s education, especially in second language learning. Furthermore, it prompts to seek information on how well parents are involved in educational planning and aiming at understanding how do parents support their children’s education. The research questions are focused on the three perspectives of parents which are; attitudes, strategies and experiences.

(See figure 2).

Figure 2. Overview of research questions.

6.1. Research questions

1. What are parents' attitudes towards English as a second language?

1.1. Are there any differences in attitudes regarding parents’ age, guardian and qualification?

2. What kind of strategies parents use at home to support their children’s English language development?

2.1. Are there any differences in strategies regarding parents’ age, guardian and qualification?

3. What experiences do parents have regarding supporting their children’s English language development?

3.2. Are there any differences in experiences regarding parents’ age, guardian and qualification?

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7. RESEARCH METHODOLOGY

7.1. Introduction

This chapter introduces the empirical research phases detailing what methods were used. It explains the relevance of selecting quantitative approach in addressing the objectives of the study and answering the research questions. This chapter revealed all the choice of methods used in each phase of the study outlined. Description of the population, sampling, research instruments, data collection procedures, data analyses and ethical consideration of the study are explained. (See figure 3).

Figure 3. Overview of research methodology

7.2. Quantitative research approach and procedures

Punch (2009) defines a research design as a process involved in connecting research questions to the data, how a research project is implemented from the beginning until analyses of the results found. This study is quantitative research, which takes a descriptive and inferential approach. It is aiming at obtaining parents attitudes, strategies they use and their experiences and explains it in numbers. According to Neuman (2006), a quantitative design is an approach that studies a phenomenon in the form of names and use statistical analysis to describe and

• Quantitative

RESEARCH DESIGN

• Non-experimental (survey)

RESEARCH APPROACH

• Structured questionnaire

DATA COLLECTION TOOLS

• Non-probability sampling

• (N101)

POPULATION AND SAMPLING

• 2 Regions & 3 Schools

• 9th -26th January 2018

DATA COLLECTION PROCESS

• Descriptive statistics (central tendecny, frequency & percentage

• Inferential statistics (Univariate ANOVA

)

DATA ANALYSIS