Maternal Scaffolding of Iranian Children’s Extramural Informal Digital Learning of English (IDLE): A Qualitative Study

IF 2.3 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Ali Soyoof, Barry Lee Reynolds, Michelle M. Neumann, Boris Vasquez-Calvo
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Abstract

Previous research has acknowledged that informal digital learning of English (IDLE) between parents and children can play an important role in children’s first and second language (L1 and L2) learning. However, most previous parent–child studies have been conducted in Western countries where English is the child’s first language. This study aimed to understand how Iranian children learn English as an L2 in a home context through mother–child home digital experiences. Five Iranian families which included six children, aged 6 to 7 years old, and their mothers were recruited as participants to explore mother–child IDLE experiences. Data was collected through semi-structured interviews and observations of mother–child L2 English interactions with popular culture using Video-Stimulated Recall (VSR) methods. The overall findings revealed children are interested in popular culture (e.g., playing Lego Jurassic World as a digital game, watching Princess Mononoke as an animation, and engaging with Drawing for Kids applications in English) and their dominant Discourses at home were gaming, narration, female role-modeling, music, and artistic experiences. Moreover, the findings showed that the role of mothers as scaffolders is essential for enhancing their children's learning at home, whether by asking questions or helping children discuss their favorite popular culture. However, maternal scaffolding can be improved by providing mothers with guidance to effectively support their children’s IDLE which can further enhance their children’s learning outcomes.

Abstract Image

伊朗儿童校外非正式数字英语学习 (IDLE) 的母亲支架:定性研究
以往的研究承认,父母与子女之间的非正式英语数字化学习(IDLE)在儿童的第一语言和第二语言(L1 和 L2)学习中发挥着重要作用。然而,以前的大多数亲子研究都是在西方国家进行的,因为英语是孩子的第一语言。本研究旨在通过母子家庭数字体验,了解伊朗儿童如何在家庭环境中学习英语作为第二语言。本研究招募了五个伊朗家庭作为参与者,其中包括六名 6 至 7 岁的儿童及其母亲,以探索母子 IDLE 体验。数据是通过半结构式访谈和使用视频刺激回忆(VSR)方法观察母子第二语言英语与流行文化互动收集的。总体研究结果显示,儿童对流行文化感兴趣(例如,玩乐高《侏罗纪世界》数字游戏、看《梦幻公主》动画片、用英语参与《儿童绘画》应用软件),他们在家中的主导话语是游戏、叙述、女性榜样、音乐和艺术体验。此外,研究结果表明,无论是通过提问还是帮助孩子讨论他们喜爱的流行文化,母亲作为支架的作用对于促进孩子在家中的学习至关重要。然而,母亲的支架作用可以通过为母亲提供指导来改善,以有效支持子女的 IDLE,从而进一步提高子女的学习成绩。
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来源期刊
Early Childhood Education Journal
Early Childhood Education Journal EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
5.30
自引率
14.80%
发文量
124
期刊介绍: Early Childhood Education Journal is a professional publication of original peer-reviewed articles that reflect exemplary practices in the field of contemporary early childhood education. Articles cover the social, physical, emotional, and intellectual development of children age birth through 8, analyzing issues, trends, and practices from an educational perspective. The journal publishes feature-length articles that skillfully blend 1) theory, research, and practice, 2) descriptions of outstanding early childhood programs worldwide, and 3) quantitative, qualitative, and mixed-methods research. Early Childhood Education Journal is of interest not only to classroom teachers, child care providers, college and university faculty, and administrators, but also to other professionals in psychology, health care, family relations, and social services dedicated to the care of young children. Areas of Emphasis: International studies; Educational programs in diverse settings; Early learning across multiple domains; Projects demonstrating inter-professional collaboration; Qualitative and quantitative research and case studies; Best practices in early childhood teacher education; Theory, research, and practice relating to professional development; Family, school, and community relationships; Investigations related to curriculum and instruction; Articles that link theory and best practices; Reviews of research with well-articulated connections to the field
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