How Chinese Mothers Perceive Early EFL Education: A Quantitative Approach

• In Event: Marriott Roundtable Session 21
  In Roundtable Session: Research on the Teaching of English in Global Contexts

Abstract

This session presents a research study on Chinese mothers’ perspectives on early EFL education. We adopted the survey sampling design and generalized linear modeling techniques for data collection and analysis. The theoretical framework includes language ideology (Wortham, 2008), beliefs about second language learning (Vibulphol, 2004), and theorizations of parental influence on language education (Oladejo, 2006; Young, 1994). Our findings demonstrate that most mothers support early EFL programs in China, but their specific preferences are differentiated by factors such as financial status, educational backgrounds, English proficiencies, and family structures. The study concludes with recommendations for various educational stakeholders in early EFL education, and provides implications for research on language planning and teaching.

Authors

• Lei Jiang, University of Kansas

• Yingli Lin, University of Georgia