Parental Support for Children to Learn English as a Second Language: Investigating Parents’ Perceptions, Involvement, and Their Issues in Hailakandi, India
DOI:
https://doi.org/10.17507/tpls.1403.12Keywords:
English language learning, parents’ perceptions, involvement, issues, language skillsAbstract
This article focuses on the parents’ perception of their involvement with children at home, the strategies they employ, and the challenges they encounter as they help teenagers learn English as a second language. This study is based on prior research, firsthand experience, and collected data on the basis of pre-arranged interviews with parents who have school-going kids and learning the English language and they are from different sectors of work, living in Hailakandi district in the North East of India. The study uses qualitative and interpretive approaches to determine its findings. Although there are some previous studies on this subject, it is crucial to do a new investigation to learn more about the parents' typical views, participations, and particular concerns in the study area. The study reveals serious flaws in parental perceptions, educational awareness, and involvement strategies in supporting children at home and suggests that parents or guardians manage their time and actively engage the children to create an environment with the aid of contemporary technology that would hasten the learning of English.
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