Supporting home literacy practices in promoting Chinese parents’ engagement in their children's English education in low-SES families: An experimental study

Abstract

In this experimental study, we examined the impact of a curriculum-aligned, home-based literacy activity intervention on Chinese low-SES parents’ perceived engagement in their children's English language learning. The intervention was composed of a series of take-home activities in which parents were encouraged to interact and practice with their first-grade children in English speaking, listening, reading, and writing after school. These activities were designed based on the topic and vocabulary of each story in the curriculum and were sent home electronically each week. All materials required in the activities were provided with detailed instructions in Chinese. Parents were encouraged to record or take pictures of their child's work and share with the teachers and research team. A parental engagement survey adopted from previous research was administered among 172 parents before and after the intervention in both treatment and control conditions. Results of repeated measure analysis of variance revealed that the home literacy intervention had a significant and positive effect on treatment parents’ reported engagement in their children's English language learning. Qualitative results from open-ended questions suggested that the home-based literacy activities not only supported student’ English learning outcome and parents’ English vocabulary, but also promoted students’ motivation in English learning, and fostered parent-child relationship. Implications for home-based English literacy activities in low-SES families were discussed.