Date of Award
2024
Document Type
Thesis
Publisher
Edith Cowan University
Degree Name
Master of Education
School
School of Education
First Supervisor
Michelle Striepe
Second Supervisor
Jason Goopy
Third Supervisor
Matthew Byrne
Abstract
This study examined how middle-class Asian families who speak English as an additional language or dialect (EAL/D) engaged in their children’s education during the COVID-19 pandemic in Brisbane, Australia. Literature underscores the benefits of family engagement for children, families and schools, yet the concept’s varied definitions contribute to inconsistency within educational frameworks. Literature highlights the challenges to EAL/D family engagement, such as improving teacher openness to enhancing cultural competency within educational institutions, which significantly influence family engagement in children’s education. Additionally, socioeconomic status has emerged as a crucial determinant shaping the extent of family engagement, particularly during crises such as the COVID-19 pandemic. Furthermore, literature has examined the intricate dynamics of family engagement amidst the COVID-19 crisis, highlighting both positive outcomes and the evolving discourse surrounding the pandemic’s impact on family engagement in education.
This study investigated family engagement among middle-class Asian families residing in Brisbane, aiming to unveil their perspectives on how they engaged with their children’s education during the pandemic, the challenges they endured and the conditions that supported their engagement. This qualitative study was situated within a social constructivist paradigm through the lens of relativist ontology and subjectivist epistemology. Employing a narrative inquiry methodology, data were collected, triangulated and co-constructed from focus groups and individual narrative interviews, which were enriched by an artefact elicitation activity using a COVID-19 pandemic timeline to prompt participant responses. A two-stage approach to data interpretation was employed: narrative analysis and analysis of narratives. This culminated in the co-construction of narratives from three cultural groups: South Asia, Southeast Asia and East Asia.
Findings indicated that middle-class EAL/D Asian families in southeast Brisbane showed adaptability throughout the COVID-19 pandemic. Families made adjustments to support their children’s learning and well-being, however, mothers often assumed the role of educators or managers of their children’s education. Families took agency of their children’s learning by making decisions about curriculum delivery. Cultural immersion emerged as a significant aspect of family engagement, fostering connections to heritage and an emphasis on native language use at home. Furthermore, families prioritised well-being, supporting their children’s socioemotional needs posed by remote learning.
Despite their perseverance, EAL/D families encountered challenges in engaging in their children’s learning during the pandemic. Feelings of helplessness and difficulties navigating unfamiliar school systems and curricula underscored the immigrant experience. Inadequate responses from schools, characterised by minimal communication, a lack of transparency and understanding of EAL/D needs, further compounded these challenges, highlighting systemic deficiencies in meeting the distinctive requirements of EAL/D families during crises. However, amidst these challenges, the determination of families to support their children and the intrinsic value placed on education emerged as critical factors that bolstered family engagement efforts.
This study can inform ways in which teachers and school leaders create inclusive learning environments that enhance EAL/D family engagement. By outlining the implications of this study and offering actionable recommendations for teachers, school leaders, researchers and policymakers, it drives systemic reforms toward equity in education, contributing to a more prosperous and equitable society globally.
DOI
10.25958/xj20-j462
Access Note
Access to this thesis is embargoed until 16 July 2027
Recommended Citation
Egan, J. K. (2024). Narratives of families who speak English as an additional language or dialect on engaging with their children's education during COVID-19. Edith Cowan University. https://doi.org/10.25958/xj20-j462
Included in
Bilingual, Multilingual, and Multicultural Education Commons, Educational Assessment, Evaluation, and Research Commons