CHAPTER 1INTRODUCTION／1
1.1Background／1
1.1.1Chinese culture and traditional parenting／5
1.1.2Policies about parental involvement and ELLs／6
1.2Problem Statement／8
1.3Purpose of the Study／9
1.4Significance of the Study／10
1.5Research Questions／11
1.6Limitations／11
1.7Definitions of Terms／12
1.8Assumptions／14
CHAPTER 2LITERATURE REVIEW／15
2.1Theoretical Framework／15
2.1.1Ecological systems theory／16
2.1.2Vygotskys sociocultural theory／17
2.1.3Parental involvement model／19
2.2Parental Beliefs／22
2.2.1The nature and origin of beliefs／22
2.2.2Current approaches on beliefs research／25
2.2.3The development of belief studies／28
2.2.4Parental beliefs and childrens development／29
2.3Parental Involvement／34
2.3.1Definitions of parental involvement／34
2.3.2Types of parental involvement／36
2.3.3Historical evolution of parental involvement／38
2.3.4Parental involvement and childrens learning／41
2.4Parental Involvement in the Early Years in China／44
2.5English Language Learning in China／46
2.6English Language Learning in the U.S.／50
CHAPTER 3METHODOLOGY／55
3.1Research Design／56
3.2Role of the Researcher／58
3.2.1Statement of beliefs ／58
3.2.2Research interests／59
3.3Setting and Participants／61
3.4Means of Data Collection／61
3.5Data Analysis and Coding／63
3.6Trustworthiness／64
3.6.1Peer review／64
3.6.2Sound recording／64
3.6.3Member check／65
3.6.4Triangulation／65
CHAPTER 4FINDINGS／66
4.1Participant Profiles／67
4.1.1Participant Victoria／68
4.1.2Participant Zhai／69
4.1.3Participant Si／69
4.1.4Participant Jie／69
4.1.5Participant Yin／70
4.1.6Participant Zhou／70
4.1.7Participant Fang／71
4.1.8Participant Rita／72
4.2Emergent Themes／72
4.3Parental Beliefs／73
4.3.1Importance of English learning／73
4.3.2English starting age／76
4.3.3Expectations for English learning／79
4.3.4English language skills (Q6)／82
4.4Parental Involvement／84
4.4.1Time of involvement／84
4.4.2Strategies of involvement (Homebased)／84
4.4.3Teacherparent communication ／91
4.4.4Parents role／95
4.5Challenges and Barriers for Parent Involvement／99
4.5.1Time constraints／99
4.5.2Language proficiency／101
4.5.3Financial pressure／102
4.5.4Other barriers ／103
4.5.5Suggestions regarding parental involvement／103
CHAPTER 5DISCUSSIONS AND IMPLICATIONS／106
5.1Summary of Discussion／106
5.2Chinese Parents Beliefs in English Learning／107
5.3Chinese Parental Involvement／110
5.3.1Chinese parents homebased strategies／110
5.3.2Chinese parental involvement in schools／113
5.4Diverse Parenting Roles／114
5.5Barriers to Effective Parental Involvement／115
5.6Implications／118
5.6.1Implications for schools and teachers／118
5.6.2Implications for Chinese parents／120
CHAPTER 6CONCLUSIONS AND RECOMMENDATIONS／122
REFERENCES／126
APPENDICES／146
Appendix A: Interview Questions／146
Appendix B: Background Information about the Parent and
Their Children／148
INDEX／150
LIST OF FIGURES
Figure 21The HooverDempsy & Sandler model of parental involvement／19
Figure 41Time spent each day in childrens English learning／84
LIST OF TABLES
Table 41Overview of the participants／68
Table 42Age of starting English learning／76
Table 43Most important English skills／82
Table 44Strategies parents adopted at home／85
Table 45Major forms of teacherparent communication／92
Table 46Parents role in childrens English learning／95
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