CHAPTER 1 INTRODUCTION 1.1 Background 1.1.1 Chinese culture and traditional parenting 1.1.2 Policies about parental involvement and ELLs 1.2 Problem Statement 1.3 Purpose of the Study 1.4 Significance of the Study 1.5 Research Questions 1.6 Limitations 1.7 Definitions of Terms 1.8 Assumptions CHAPTER 2 LITERATURE REVIEW 2.1 Theoretical Framework 2.1.1 Ecological systems theory 2.1.2 Vygotsky's socio-cultural theory 2.1.3 Parental involvement model 2.2 Parental Beliefs 2.2.1 The nature and origin of beliefs 2.2.2 Current approaches on beliefs research 2.2.3 The development of belief studies 2.2.4 Parental beliefs and children's develop ment 2.3 Parental Involvement 2.3.1 Definitions of parental involvement 2.3.2 Types of parental involvement 2.3.3 Historical evolution of parental involvement 2.3.4 Parental involvement and children's learning 2.4 Parental Involvement in the Early Years in China 2.5 English Language Learning in China 2.6 English Language Learning in the U CHAPTER 3 METHODOLOGY 3.1 Research Design 3.2 Role of the Researcher 3.2.1 Statement of beliefs 3.2.2 Research interests 3.3 Setting and Participants 3.4 Means of Data Collection 3.5 Data Analysis and Coding 3.6 Trustworthiness 3.6.1 Peer review 3.6.2 Sound recording 3.6.3 Member check 3.6.4 Triangulation CHAPTER 4 FINDINGS 4.1 Participant Profiles 4.1.1 Participant Victoria 4.1.2 Participant Zhai 4.1.3 Participant Si 4.1.4 Participant Jie 4.1.5 Participant Yin 4.1.6 Participant Zhou
4.1.7 Participant Fang 4.1.8 Participant Rita 4.2 Emergent Themes 4.3 Parental Beliefs 4.3.1 Importance of English learning 4.3.2 English starting age 4.3.3 Expectations for English learning 4.3.4 English language skills (Q6) 4.4 Parental Involvement 4.4.1 Time of involvement 4.4.2 Strategies of involvement (Home-based) 4.4.3 Teacher-parent communication 4.4.4 Parents' role 4.5 Challenges and Barriers for Parent Involvement 4.5.1 Time constraints 4.5.2 Language proficiency 4.5.3 Financial pressure 4.5.4 Other barriers 4.5.5 Suggestions regarding parental involvement CHAPTER 5 DISCUSSIONS AND IMPLICATIONS 5.1 Summary of Discussion 5.2 Chinese Parents' Beliefs in English Learning 5.3 Chinese Parental Involvement 5.3.1 Chinese parents' home-based strategies 5.3.2 Chinese parental involvement in schools 5.4 Diverse Parenting Roles 5.5 Barriers to Effective Parental Involvement 5.6 Implications 5.6.1 Implications for schools and teachers 5.6.2 Implications for Chinese parents CHAPTER 6 CONCLUSIONS AND RECOMMENDATIONS REFERENCES
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