Speaker
Description
The research was conducted to investigate how the teacher’s guidance to parents and parental support would affect the students’ English learning process. In this research, the teacher played a role as a facilitator in coaching the parents to become their children’s English partners. This bridged the gap between the classroom and home environment for primary students in the context of teaching and learning English as a second language. There were 21 students and their parents in her class participating in the research for four weeks. The teacher used digital platforms (Zalo group, Google form) to give guidance and collect data. The teacher used three data collection methods: pre-test and post-test surveys from parents, classroom observation, and the teacher’s reflective journal to ensure objectivity. The preliminary results of the experiment revealed that when the teacher was involved in guiding parents, the home environment became a supportive L2 environment for the child, and this was beneficial for the child's confidence and English use level when they used the target language. It was shown that the teacher-facilitated parental coaching model is an applicable solution for the long-term development of English in the Vietnamese primary school context.
Keywords: English-rich home, teacher as a facilitator, parental support, long-term development of English
