Chinese EFL Teachers' Strategies to Encourage Parental Involvement in Emergency Remote Learning

• In Event: Considering the Impacts of the COVID-19 Pandemic on Learners, Instructors, and Administrators

Abstract

In the emergency shift to online teaching, language teachers became aware of the importance of involving parents in their students’ learning. This qualitative case study interviewed two elementary EFL teachers in China to investigate the strategies that they had used to include parents in emergency remote learning. Through the lens of a tripartite model of parental support, the study revealed use of a range of effective pedagogical practices. The findings support the effectiveness of application of a new tripartite framework of parental involvement strategies that teachers can use in the transfer to online or blended learning environments.

Authors

• Dongni Guo, University at Albany - SUNY
  Presenting Author

• Wuri P Kusumastuti, University at Albany - SUNY
  Presenting Author