Title: Emirati Parents’ Involvement in Their Children’s English Education
Stream: Culture and Language
Presentation Type: Oral Presentation
Ghadah Al Murshidi, United Arab Emirates University, United Arab Emirates
High levels of parental/guardian involvement in their children’s education are often associated with a number of educational, social, and even psychological benefits. These include higher rates of school attendance, greater communication with the school or education provider, better social adjustment, and higher levels of academic achievement including in the development of literacy skills. However, despite this, research from the Arab world on the relationship between parental involvement and children’s development of English language literacy skills has tended to report mixed results, with this also being the case in the United Arab Emirates. To explore this issue within the Emirati context, the current study examined the potential benefits, challenges, and practices of Emirati parents as these relate to their children’s English language studies. A two-section Likert-type response scale questionnaire was administered to 300 parents of students in the country’s public school system. The first questionnaire section related to participants’ attitudes about parental involvement in their children’s English studies while the second explored the frequency with which parents engaged in activities related to their children’s English classes. Results indicate that Emirati parents are generally aware of the importance of their involvement in their children’s development and believe that they should be involved in a number of home- and school-based activities. However, despite this, their actual level of involvement in their children’s English language studies was somewhat limited.
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