Parental involvement in children’s (0–6-year-olds) EFL learningOutlining practical proposals for improvement as part of student teachers’ training

  1. Estrada Chichón, José Luis
Revista:
Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras

ISSN: 1697-7467

Año de publicación: 2022

Título del ejemplar: Investigando las lenguas extranjeras en Educación Infantil

Número: 5

Tipo: Artículo

DOI: 10.30827/PORTALIN.VI.26179 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Otras publicaciones en: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras

Resumen

Destaca la creciente implicación en el aprendizaje del inglés de los niños por parte de sus padres (Rixon, 2019), que prefieren una iniciación temprana (Fleta, 2019). En respuesta a esta demanda socioeducativa, la enseñanza del inglés comienza en la etapa de preescolar (Cortina-Pérez & Andúgar, 2020). Con todo, los padres siguen necesitando apoyo profesional sobre cómo enfocar su participación (Li et al., 2018). Así, este estudio pretende determinar el grado y tipo de implicación de padres (n=165) en la provincia de Cádiz (España), considerando tres elementos de análisis: Learning at home; Parenting; y Communicating (Rokita-Jaśkow, 2019). Esta primera fase de la investigación contribuye a esbozar un catálogo de propuestas prácticas de mejora para ayudar a los padres como parte de la formación inicial de maestros (N=10) (Universidad de Cádiz, 2021-22). Metodológicamente, se realizó una investigación mixta exploratoria: primero, se midió la implicación de los padres mediante un cuestionario (Rokita-Jaśkow, 2019); segundo, para recabar las opiniones de los estudiantes, se plantearon foros de discusión semanales en línea, y un grupo focal (N=4) donde se acordaron ocho propuestas prácticas. Los resultados revelan un bajo nivel de implicación de los padres, a pesar de su dominio del inglés. 

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Fuente de los datos: Dialnet