Taiwanese Mothers as Their Child’s First English Teacher: Issues and Challenges
* 본 문서는 배포용으로 복사 및 편집이 불가합니다.
서지정보
ㆍ발행기관 : 환태평양유아교육연구학회
ㆍ수록지정보 : Asia-Pacific journal of research in early childhood education / 7권 / 3호
ㆍ저자명 : Yi-Chen Lan, Jane Torr, Sheila Degotardi
ㆍ저자명 : Yi-Chen Lan, Jane Torr, Sheila Degotardi
목차
MethodologyFindings
Discussion and Conclusion
Acknowledgement
References
한국어 초록
In Taiwan, current policy encourages parents to participate fully in their children’s education and toregard themselves as their children’s first teacher. There is, however, little data about whether mothersdo indeed perceive themselves as a “teacher” of English language and literacy to their pre-school-agedchildren in home contexts. Nor is it clear how they enact this role and responsibility during everydayinteractions with their children. This study investigated Taiwanese mothers’ views about their role intheir children’s English language learning. Six mothers of children aged three to six years participated inan extended semi-structured interview. While mothers used the term “teaching” to refer to their practiceswith their child, their views about appropriate practices and their perceived capability as a parent-teachervaried considerably. The findings contribute to our understanding of how mothers respond to, and areaffected by, educational policies regarding English language learning in very young children.영어 초록
In Taiwan, current policy encourages parents to participate fully in their children’s education and toregard themselves as their children’s first teacher. There is, however, little data about whether mothers
do indeed perceive themselves as a “teacher” of English language and literacy to their pre-school-aged
children in home contexts. Nor is it clear how they enact this role and responsibility during everyday
interactions with their children. This study investigated Taiwanese mothers’ views about their role in
their children’s English language learning. Six mothers of children aged three to six years participated in
an extended semi-structured interview. While mothers used the term “teaching” to refer to their practices
with their child, their views about appropriate practices and their perceived capability as a parent-teacher
varied considerably. The findings contribute to our understanding of how mothers respond to, and are
affected by, educational policies regarding English language learning in very young children.