Exploring Parental Involvement in Children's English as a Second Language (ESL) Learning Across Different Socioeconomic Contexts
DOI:
https://doi.org/10.15282/Keywords:
ESL students, Malaysian classroom, Parental involvement, Socioeconomic statusAbstract
This study explores parents’ perceptions of their involvement in their children's English as a Second Language (ESL) learning in Malaysia, with a focus on the B40 (lower income) and T20 (high income) groups. Through qualitative interviews with 12 participants, this research investigates the influence of socioeconomic background on parental roles, perceptions of involvement, and the perceived effectiveness of their efforts. Thematic analysis reveals key themes: the significance of parental involvement, the positive effects of such involvement, distinct parental roles, and various forms of engagement. The findings highlight that while all parents, regardless of socioeconomic status, recognize the importance of their involvement, their approaches differ significantly. B40 parents tend to focus on motivation and emotional support, whereas T20 parents take a more hands-on approach, often supplementing school learning with additional resources. The study underscores the necessity for targeted support to address the varying needs of different socioeconomic groups, advocating for equitable resources and tailored programs to empower B40 parents with effective tutoring skills, thereby promoting more inclusive educational outcomes.
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