本书属于当代语言学研究文库。家长参与是美国0-8岁儿童早期教育体系的重要构成部分。美国教育部对各州和学区家长参与的途径、目标、内容等进行规定。近年来，越来越多的华人子女进入美国K12教育系统，华人是美国亚裔中最大的族群，是继墨西哥人和印度人之后的第三大移民团体。除去中国移民外，在美华人留学生和访问学者的数量也在逐年递增，中国移民，留学生和访问学者的子女组成了美国K12教育体系中不容忽视的一个群体，而这个群体对于美国教育工作者来说是一个比较陌生的群体，华人家长们非常重视自己子女的英文学习，他们认为选择早期的英语教育，尤其是英语国家的纯语言环境无疑可以使学龄前儿童更为受益。面对迅速增多的华人子女，美国ESL（英语为第二语言的人学习的课程）师资、教学资源、教学方法、教学策略研究等方面显得严重不足。因此，本书以美国华人家长为研究对象，对他们参与儿童早期英语学习的情况进行调查，以探究华人家长对早期英语学习的信念及参与孩子英语学习的现状及存在问题，为美国ESL教学工作提供参考和指导。同时，了解美国儿童早期教育体系中华人家长参与的举措，能对我国家长参与儿童早期教育的政策制定及实践提供借鉴。

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 Finan 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
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