Extending Learning Beyond Classroom through Parent Education via E Mails in Pre-School English Language Education


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Kahveci P.

8th International Conference on Education and New Learning Technologies, Barcelona, Spain, 4 - 06 July 2016, pp.1499-1505

  • Publication Type: Conference Paper / Full Text
  • Doi Number: 10.21125/edulearn.2016.0130
  • City: Barcelona
  • Country: Spain
  • Page Numbers: pp.1499-1505
  • Gazi University Affiliated: Yes

Abstract

Extending learning beyond classroom is necessary in pre-school language education because very
young learners learn and forget quickly. Involving parents in teaching process may be a good way to
extend language learning beyond classroom. Therefore, this study aims to understand parents'
attitudes towards parent education in teaching English to very young learners. The study is significant
in the sense that the idea of educating parents in language learning through e-mails may be promising
for increasing quality in teaching English to very young learners. Survey research method was used in
the study. Survey on Attitudes Towards Parent Education in Teaching English to Very Young Learners
developed by the researcher was used as the research instrument. The data were collected from eight
parents who received instruction on English language teaching through e-mails during six months. The
e-mails they received on a weekly basis contained the content of what their children have learned in
the classroom and suggested language learning activities to be applied at home. The steps of the
activities were simply outlined. Carefully selected language learning visuals and links for useful
websites were also provided in the e-mails. The results indicated that parent education via e-mails
generated a positive impact on parents' integration to teaching English. It was seen that parents were
positive about the content of e-mails. They also found the suggested activities applicable at home.
Similarly, they felt confident about continuing teaching English to their kids at home. In addition,
parents’ gender, education or English language proficiency did not have any significant effect on their
attitudes towards parent education in teaching English to very young learners. Given these results, it is
possible to suggest that pre-school language teachers, administrators and curriculum developers
should integrate parent education into teaching English to very young learners programs