A tale of two languages: charting Chinese parents’ beliefs about and engagement with Chinese and English language learning

Abstract

ABSTRACT This study investigates Chinese parental beliefs about and engagement with their children’s Chinese and English language learning in Yinchuan, China, utilizing the theory of planned behaviour as an analytical framework and a mixed-methods approach. Quantitative data from 879 parents reveals a strong preference for Chinese language education based on its perceived utility, cultural identity, and socioeconomic returns, contrasting with an ambivalent stance towards English. Qualitative insights highlight the influences of nationalism, anti-Western sentiments, and the COVID-19 pandemic on parental attitudes. These findings underscore the dominance of top-down language policies and societal expectations in shaping parental choices, often leading to contradictions between expressed attitudes and realized engagement. Perceived behavioural control emerges as a critical factor, with parents navigating challenges such as resource limitations, policy instability, and the dynamics of child autonomy. This study offers valuable insights into the evolving landscape of parental involvement and the factors shaping language learning priorities, thus contributing to the growing body of literature on language education in China. These findings can inform language education policies and practices, emphasizing the need for accessible home-based resources, cultural understanding, and open dialogue to support effective and equitable language learning outcomes for Chinese children.