A conceptual framework for parental support : supporting learners' development of second language proficiency

• Main Author: Tsebe, Audrey Tebogo
• Other Authors: Human-Vogel, Salome
• Language: en
• Published: University of Pretoria 2020
• Subjects: UCTD; learners; language proficiency; language development; parental support; conceptual framework
• Online Access: http://hdl.handle.net/2263/76802; Tsebe, AT 2019, A conceptual framework for parental support : supporting learners' development of second language proficiency, PhD Thesis, University of Pretoria, Pretoria, viewed yymmdd <http://hdl.handle.net/2263/76802>

The lack of parental support and the use of English as the language of teaching and learning are two of the main factors that influence poor learner performance in South Africa. Although a significant amount of research has been conducted internationally, the need for research tailored for the South African context still exists. Therefore, the purpose of the current study was to contribute to knowledge about parental support concerning learner development of second language proficiency. An explanatory sequential design of mixed methods research, also known as two-phased model was used to guide the study. The first phase focused on the quantitative secondary data from Progress in International Reading Literacy Study 2006 (PIRLS 2006). The source of the secondary data was the results of the parent questionnaire, administered to South African parents of the Grade 4 learners (n = 16 073). The International Database (IDB) analyser software and Statistical Program for the Social Sciences (SPSS) were used for data analysis. Both descriptive and inferential statistics were computed. The quantitative results revealed that a significant percentage of parents (30%, SE =0.7) did not engage in literacy related activities with their children prior to Grade 1 compared to a low percentage (2%, SE = 1.21) of those who did the activities. However, a significantly higher percentage of parents (29%, SE = 0.65) did engage in literacy activities with their children in Grade 1, compared to 5% (SE =0.34) who never or almost never did the activities. A significantly higher percentage of parents (89%, SE = 0.67) agreed a lot with positive reading attitude statements compared to 2% (SE = 0.25) who disagreed a lot. The limited time spent by parents on reading and books at home were noted as a matter of concern. This concern was augmented by the low educational level and employment status of the parents. These results were used to inform the qualitative data collection in order to gain a deeper understanding of the experience of the parents. The second or qualitative phase of the study used convenience sampling to select participants, to gain an understanding of their experiences with regard to supporting the second language development of their children. The eight (8 participants) selected parents participated in two focus group meetings. Six themes emerged from thematic data analysis, namely: alternative parenting, parent-child activities, technology and Internet support, parental challenges, language usage and quality of education. The characteristics used for developing a conceptual framework for parental support on second language development were extracted from these aforementioned themes. The results revealed that parental support is a complex dynamic process that requires one to consider the interface of systems around the parent and the learner. Consequently, how this complexity requires a reconceptualisation of factors affecting parental support concerning second language development. The reconceptualisation can provide new avenues for theorising about parental support in second language learning context, particularly in multilingual and developmental countries. === Thesis (PhD)--University of Pretoria, 2019. === Educational Psychology === PhD === Unrestricted