Parental Involvement in Online Education during COVID-19 Lockdown: A Netnographic Case Study of Chinese Language Teaching in the UK
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| Title: | Parental Involvement in Online Education during COVID-19 Lockdown: A Netnographic Case Study of Chinese Language Teaching in the UK |
|---|---|
| Language: | English |
| Authors: | Luyao Li (ORCID |
| Source: | Multilingua: Journal of Cross-Cultural and Interlanguage Communication. 2024 43(2):241-266. |
| Availability: | De Gruyter Mouton. Available from: Walter de Gruyter, Inc. 121 High Street, Third Floor, Boston, MA 02110. Tel: 857-284-7073; Fax: 857-284-7358; e-mail: service@degruyter.com; Web site: http://www.degruyter.com |
| Peer Reviewed: | Y |
| Page Count: | 26 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Parent Participation, Electronic Learning, Distance Education, Technology Uses in Education, COVID-19, Pandemics, Chinese, Second Language Learning, Native Language, Foreign Countries |
| Geographic Terms: | United Kingdom |
| DOI: | 10.1515/multi-2023-0007 |
| ISSN: | 0167-8507 1613-3684 |
| Abstract: | This paper reports on a study of Chinese parents' involvement in their children's heritage language (HL) development during the COVID-19 lockdowns in the UK. Involving seven transnational families, we examined the roles parents played during the online learning sessions and the factors shaping their involvement. Employing a netnographic approach, this study incorporates online classroom observations, semi-structured and focus group interviews with parents, and analysis of their Instagram posts. The study underscores the critical role of parental involvement (PI) in enhancing children's HL education, offering insights into distinct parental roles, including as emotional supporters, co-educators, teaching assistants, and technical supporters. The study introduces a three-dimensional PI model within the framework of family language policy (FLP), enhancing our understanding of FLP by concretely manifesting what, how and why parents get involved in their children's HL development. This study contributes to the discourse on PI and FLP, shedding light on the evolving roles of parents and the complexity of their involvement during the unique circumstances of the pandemic. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1415969 |
| Database: | ERIC |
| Abstract: | This paper reports on a study of Chinese parents' involvement in their children's heritage language (HL) development during the COVID-19 lockdowns in the UK. Involving seven transnational families, we examined the roles parents played during the online learning sessions and the factors shaping their involvement. Employing a netnographic approach, this study incorporates online classroom observations, semi-structured and focus group interviews with parents, and analysis of their Instagram posts. The study underscores the critical role of parental involvement (PI) in enhancing children's HL education, offering insights into distinct parental roles, including as emotional supporters, co-educators, teaching assistants, and technical supporters. The study introduces a three-dimensional PI model within the framework of family language policy (FLP), enhancing our understanding of FLP by concretely manifesting what, how and why parents get involved in their children's HL development. This study contributes to the discourse on PI and FLP, shedding light on the evolving roles of parents and the complexity of their involvement during the unique circumstances of the pandemic. |
|---|---|
| ISSN: | 0167-8507 1613-3684 |
| DOI: | 10.1515/multi-2023-0007 |
