臺灣博碩士論文加值系統

兒童在英語為外語(EFL)學習環境中接觸英語的機會有限，英文閱讀更是個長時間累積的技能，因此父母在孩子學習上的角色十分重要。他們的參與不僅是有益的，而且是必不可少的。 父母作為子女教育旅程中的主要影響者，通過決策、資源提供和有目的的互動來塑造他們的語言習得經驗。這種積極支持和增強子女學習的能力構成了此背景下父母能動性 (agency) 的本質。本研究旨在理解和分析在兒童EFL閱讀發展背景下的父母的能動性發展。雖然現有文獻探討了父母參與子女對識字技能的影響，但針對父母在引導子女EFL閱讀旅程中的能動性研究仍然不足。
本研究探討了兒童在英語作為外語（EFL）閱讀發展背景下，父母能動性（parental agency）的複雜動態。採用了Nasheedal等人（2019）的敘事研究框架，並借鑒了Emirbayer和Mische（1998）的人類能動模型來研究三位台灣母親在其子女EFL學習過程中的角色演變。本研究提出三個問題來深入了解父母能動性的變化: 一、在支持子女發展成為EFL讀者的過程中，哪些情境（時間-關係）因素會影響父母能動性取向的配置？二、父母的能動性取向如何隨著其子女在不同階段的EFL閱讀發展而演變？三、父母不斷演變的能動性如何影響他們在調解子女EFL閱讀發展和行使父母能動性方面採取的多樣化方法?
為了深入了解參與者對其子女英語閱讀發展的經歷和觀點，本研究關注了三位台灣母親，分別化名為Pearl、Mandy 和 Shannon的經歷。研究資料包含2023年九月至2024年三月期間共十四次的正式中文訪談、家訪、閱讀活動錄音、研究者的日誌，以過去五年來線上聊天訊息為交叉參照訪談數據。這些資料揭示了參與者的能動性取向改變，包括在不同時間和關係背景下作為深度參與子女EFL閱讀發展的父母所體現的重複性 (iterational)、實踐性評估 (practical-evaluative)和投射性 (projective) 的能動面向如何影響她們支持子女閱讀發展的策略。
研究結果顯示父母信念，教育背景，和時間-關係(temporal-relational) (例如，期望、健康、孩子的整體及閱讀發展) 等因素在塑造英語閱讀環境中的重要作用。家長能動性 (Parental Agency)是一個獨特的迴圈，由三個面向交互影響：重複性、實踐性評估和投射性。這三個面向分別代表了過去的經驗、當下的判斷和未來的目標。在這個迴圈中，家長在回顧和借鑒過去經驗（重複性）中積累的智慧和教訓，來做出當前的判斷和決策（實踐性評估），並根據這些經驗和判斷來設立未來的目標和計劃（投射性）。這些面向並不是孤立存在的，而是相互交織和影響，形成一個動態的過程，使家長在子女的教育過程中不斷調整和適應，從而有效地支持和引導子女的學習和發展。
此三位母親分別展現Emirbayer和Mische能動模式中不同的主要面向。 我以航海來比喻英語閱讀學習路上此三位母親的定位: 象徵領導力的「掌舵」，不畏困難與韌性的「抵禦風暴」，及象徵秉持方向的「駕風」隱喻，來表達母親對孩子發展能動性和方法。
母職、能動性和賦能這三個核心元素貫穿了這三位母親的旅程，突顯了她們各自故事在母親角色、決策和學習背景下的廣泛影響。每個故事都根植於母職經驗，這一經驗以深深致力於培育孩子的發展為特徵。每位母親所面臨的獨特挑戰—分心、情緒波動，或學業和個人成長的結合—都是母職經歷的各個方面，反映了父母能動性在引導孩子成為EFL讀者過程中的多面性。

In the context of children’s EFL learning environments, where opportunities for authentic English language exposure are limited and reading proficiency requires long-term accumulation, the role of parents in their children’s learning is not just beneficial, but absolutely essential. As primary influencers in their children’s educational journey, parents shape their children’s language acquisition experiences through decision-making, resource provision, and purposeful interactions. This active support and enhancement of children’s learning capabilities form the essence of parental agency within this context. This study aims to probe and analyze the development of parental agency in the context of children’s EFL reading development. While existing literature explores the impact of parental involvement on literacy skills, there remains a lack of in-depth research on the agentic role of parents in guiding their children’s EFL reading journey. The significance of this research lies in its potential to shed light on this crucial aspect of children’s EFL reading development.
This research investigates the complex dynamics of parental agency in the context of children’s EFL reading development. It adopts the narrative inquiry framework of Nasheedal et al. (2019) and draws on the human agency model of Emirbayer and Mische (1998) to study the evolving roles of three Taiwanese mothers in their children’s EFL learning process. The study addresses three key questions to understand the changes in parental agency: (1) What contextual (temporal-relational) factors contribute to a parent’s configurations of agentic orientation in supporting their children’s development as EFL readers? (2) How do parental agentic orientations evolve in response to their children’s EFL reading development at different stages? (3) How does a parent’s evolving agentic orientation shape diverse approaches to mediating their children’s EFL reading development and asserting parental agency?
To gain a deep understanding of the participants’ experiences and perspectives on their children’s English reading development, this study focuses on the experiences of three Taiwanese mothers, Pearl, Mandy, and Shannon. The research data includes 14 formal interviews conducted in Chinese, home visits, reading activity recordings, researcher journals, and over five years of online chat messages for cross-referencing the interview data collected from September 2023 to March 2024. These data reveal the changes in parental agentic orientations, including how parental agency’s iterational, practical-evaluative, and projective dimensions influence parents’ strategies in supporting their children’s reading development in different temporal and relational contexts.
The findings indicate that parental beliefs, educational backgrounds, and temporal-relational factors (e.g., expectations, health, and children’s overall and reading development) play significant roles in shaping the English reading environment. Parental agency is depicted as a unique loop, influenced by three interconnected dimensions: iterational, practical-evaluative, and projective. These dimensions represent past experiences, present judgments, and future goals, respectively. In this loop, parents accumulate wisdom and lessons from past experiences (iterational), make current judgments and decisions (practical-evaluative), and set future goals and plans based on these experiences and judgments (projective). These dimensions are not isolated but interwoven, forming a dynamic process that enables parents to continuously adjust and adapt in their children’s educational journey, effectively supporting and guiding their learning and development. This dynamic nature of parental agency adds a layer of complexity and depth to the study, making it a rich and intriguing area of research.
These three mothers each exemplify different primary aspects of the agency model proposed by Emirbayer and Mische. Using nautical metaphors to illustrate their roles in their children's English reading development, I describe their approaches as follows: “Steering the Helm,” symbolizing leadership; “Weathering the Storm,” representing resilience and perseverance in the face of challenges; and “Harnessing the Wind,” signifying a strategic and directional approach to their children's development.
Motherhood, agency, and empowerment are core elements in these three mothers’ journeys, highlighting the broader implications of their individual stories within the context of maternal roles, decision-making, and learning. Each narrative is rooted in the experience of motherhood, characterized by a deep commitment to nurturing a child’s development. The unique challenges each mother faces—distractions, emotional fluctuations, or a combination of academic and personal growth—reflect the multifaceted nature of parental agency in guiding their children to become EFL readers.

Chapter One Introduction 1
Preamble 3
Context of the Study 4
Rationale of the Study 6
Research Questions 7
Definition of Terms 10
Summary of Chapter One 11
Chapter Two Literature Review 12
Agency and Second Language Acquisition 12
Different Approaches to Agency 14
Agency From a Sociocognitive Perspective 15
Agency From a Sociocultural Perspective 16
Agency From an Ecological Perspective 18
Agency From Lifecourse Perspective 19
Agency in Context: An Integrated Ecological and Lifecourse Perspective 20
A Conceptualization of Agency: The Chordal Trial 22
The Iterational Dimension of Agency 23
The Projective Dimension of Agency 24
The Practical-Evaluative Dimension of Agency 26
Applying Emirbayer and Mische’s Framework in Context 29
Agency and Literacy 31
Reading Developmental Stages 33
Agency in the Literacy Context 36
Parental Agency in Home Literacy Environment 38
Insights from Studies in Taiwan 51
Narrative Inquiry 55
Narrative Inquiry Phases 57
Summary of Chapter Two 61
Chapter Three Methodology 63
Participant Selection 63
Pearl and Her 11-year-old Son 65
Mandy and Her 12-year-old Daughter 66
Shannon and Her 12-year-old Daughter 67
Data Collection 68
Interviews 69
Online Chat Messages 71
Home Visits 72
Reading Activity Recordings 72
Journal Entries as a Participant Researcher 73
Data Analysis 74
Step 1: Transcription and Cross-referencing 74
Step 2: Constructing a Narrative Framework 77
Step 3: Collaborative Validation 79
Step 4: Synthesis and Presentation 80
Trust Worthiness 82
Summary of Chapter Three 83
Overview of the Following Chapters 84
Chapter Four Pearl: Steering the Helm 86
Pearl’s Parental Insightfulness of Effective Routes to Reading Success 86
Becoming an English Reader 87
Shaping Agency in Context: Directing the Course 90
Agentic Temporal Loop: Past-Future-Present 98
Evolution of Agentic Orientations at Different Stages 101
An Observation of Diverse Parental Approaches 109
Pearl’s Recap on the Journey 115
Summary of Chapter Four 117
Chapter Five Mandy: Weathering the Storm 119
Mandy’s Resilience in Parenting Through Turbulent Times in Reading 119
Never Truly an English Reader 120
Shaping Agency in Contexts: Navigating Changing Currents 121
Agentic Temporal Loop: Future-Past-Present 131
Evolution of Agentic Orientations at Developmental Stages 132
An Observation of Diverse Parental Approaches 138
Mandy’s Insights on Learning Together 144
Summary of Chapter Five 146
Chapter Six Shannon: Harnessing the Winds 147
Shannon’s Empowering Parenthood through Unwavering Support 147
Mastering Academic Reading in English 148
Shaping Agency Context: Sailing with the Breezes 150
Agentic Temporal Loop: Future-Present-Past 156
Evolution of Agentic Orientations at Developmental Stages 158
An Observation of Diverse Parental Approaches 165
Shannon’s Closing Thoughts 172
Summary of Chapter Six 173
Chapter 7 Discussion and Conclusion 175
Motherhood, Agency, and Empowerment 177
Temporal, Relational, Developmental 182
Reading Practices, Parental Reflection, and Adaptation 185
Theoretical Significance 187
Enriching Emirbayer and Mische’s Framework 188
Universal Significance of Parental Agency 188
Dynamic Nature of Parental Agency 188
Longitudinal Examination of Parental Agency 189
Ecological Dynamics and Contextual Variability 189
Integration of Educational Psychology Theories 189
Home Literacy Implication 190
Individualized Approaches 190
Temporal-Relational Dynamics 190
Parental Involvement & Engagement 191
Balancing Support and Independence 191
Limitation of the Study 192
Suggestions for Future Research 193
Reflections on the Study 194
Concluding Remarks 196
References 198
Appendix A Interview Guidelines 213
Iterational Dimension 213
Projective Dimension 213
Practical-Evaluative Dimension 214
Appendix B Pearl’s Specific Approach 215
Appendix C Mandy’s Specific Approach 219
Appendix D Shannon’s Specific Approach 223

Abodeeb-Gentile, T., & Zawilinski, L. (2013). Reader identity and the common core: Agency and identity in leveled reading. Language and Literacy Spectrum, 23, 34-45. https://files.eric.ed.gov/fulltext/EJ1005284.pdf
Adair, J. K. (2014). Agency and expanding capabilities in early grade classrooms: What it could mean for young children. Harvard Educational Review, 84(2), 217-241. https://doi:10.17763/haer.84.2.y46vh546h41l2144
Ahearn, L. M. (2001). Language and agency. Annual Review of Anthropology, 30, 109-137. https://www.jstor.org/stable/3069211
Aram, D., & Shapira, R. (2012). Parent-child shared book reading and socio-emotional development. Italian Journal of Family Education, 2, 55-66. https://core.ac.uk/download/pdf/228546676.pdf
Arievitch, I. M. (2017). The mind is the form of the individual’s activity. Beyond the brain: Bold visions in educational research (pp. 57-76). Sense Publishers. https://doi.org/10.1007/978-94-6351-104-9_3
Avila Daza, N. P., & Garavito, S. J. (2009). Parental involvement in English homework tasks: Bridging the gap between school and home. Issues in Teachers’ Professional Development, 11(2), 105-115.
Bakker, J., & Denessen, E. (2007). The concept of parent involvement. Some theoretical and empirical considerations. International Journal about Parents in Education, 1, 188-199.
Bandura, A., & National Inst of Mental Health. (1986). Social foundations of thought and action: A social cognitive theory. Prentice-Hall, Inc.
Bandura, A. (1989). Human agency in social cognitive theory. American Psychologist, 44, 1175-1184.
Bandura, A. (2002). Social cognitive theory in cultural context. Applied Psychology, 51 (2), 269-290.
Bandura, A. (2006). Toward a psychology of human agency. Perspectives on Psychological Science, 1, 164-180.
Barton, A. C., Drake, C., Perez, J.G., St. Louis, K., & George, M. (2004). Ecologies of parental engagement in urban education. Educational Researcher, 33(4), 3-12.
Baynham, M. (1995). Literacy practices: Investigating Literacy in social contexts. Longman.
Bell, A. (2003). A narrative approach to research. Canadian Journal of Environmental Education, 8, 95-110.
Bernhardt, E. B. (1991). Reading development in a second language: Theoretical, empirical, and classroom perspectives. Ablex.
Biesta, G., Burbules, N. (2003). Pragmatism and educational research. Rowman and Littlefield Publishers, Inc.
Biesta, G., & Tedder, M. (2006). How is agency possible? Toward an ecological understanding of agency-as-achievement (Working Paper No. 5). The Learning Lives Project.
Biesta, G., & Tedder, M. (2007). Agency and learning in the lifecourse: Toward an ecological perspective. Studies in the Education of Adults, 39(2), 132–149. https://doi.org/10.1080/02660830.2007.11661545
Biesta, G., Priestley, M., & Robinson, S. (2015). The role of beliefs in teacher agency. Teachers and Teaching, 21(6), 624–640. https://doi.org/10.1080/13540602.2015.1044325
Block, D. (2003). The social turn in second language acquisition. Edinburg University Press.
Bourdieu, P. (1977). Outline of a theory of practice (R. Nice, Trans.). Cambridge University Press. (Original work published 1972).
Brannon, D., & Dauksas, L. (2012). Increasing the expressive vocabulary of young children learning English as a second language through parent involvement. Procedia-Social and Behavioral Sciences, 69, 1324-1331.
Bulgarelli, D., & Molina, P. (2016). Social cognition in preschoolers: Effects of early experience and individual differences. Developmental Psychology, 14. https://doi/10.3389/fpsyg.2016.01762
Burgess, S. R., Hecht, S. A., & Lonigan, C. J. (2002). Relations of the home literacy environment (HLE) to the development of reading-related abilities: A one-year longitudinal study. Reading Research Quarterly, 37(4), 408–426.
Bus, A., van Ijzendoorn, M., & Pellegrini, A. (1995). Joint book reading makes for success in learning to read: A Meta-Analysis on intergenerational transmission of literacy. Review of Educational Research, 65, 1-21.
http://dx.doi.org/10.3102/00346543065001001
Chall, J. S. (1983). Stages of reading development. McGraw-Hill.
Chang, M.-Y. (2010). Action research on EFL parent-child picture book reading: The effects of a parent workshop and home reading practices on young children (Master’s thesis, National Cheng Kung University). https://hdl.handle.net/11296/5973yh
Chen, L. (2007). A study of the relationship between EFL reading anxiety and reading strategy use (Master’s thesis, National Taiwan University of Science and Technology). https://hdl.handle.net/11296/ky5tce
Chen, S., & Tsai, Y. (2012). Research on English teaching and learning: Taiwan (2004–2009). Language Teaching, 45(2), 180-201. https://doi.org/10.1017/S0261444811000577
Chou, S. H. (2021). A case study on developing a child’s English language and literacy skills through shared reading: A Taiwanese father child dyad. [Unpublished master’s thesis]. National Changhua University.
Chow, B. W. Y., McBride-Chang, C., & Cheung, H. (2010). Parent-child reading in English as a second language: Effects on language and literacy development of Chinese kindergarteners. Journal of Research in Reading, 33(3), 284-301.
Christenson, S. L., Rounds, T., & Gorney, D. (1992). Family factors and student achievement: An avenue to increase students’ success. School Psychology Quarterly, 7(3), 178–206. https://doi.org/10.1037/h0088259
Clandinin, D. J., & Connelly, F. M. (2000). Narrative Inquiry: Experience and Story in Qualitative Research. Jossey-Bass Publishers.
Clandinin, D. J., & Rosiek, J. (2007). Mapping a landscape of narrative inquiry: borderland spaces and tensions. Handbook of Narrative Inquiry: Mapping a Methodology. Ed. D. J. Clandinin (Thousand et al.: Sage), pp. 35–76.
Connelly, F. M., and Clandinin, D.J. (2006). Narrative inquiry. Handbook of Complementary Methods in Education Research. Lawrence Erlbaum, 375–385.
Cortazzi, M. (1994). Narrative analysis. Language Teaching, 27, 157. https://doi:10.1017/S0261444800007801
Çalışkan, E. F., & Ulaş, A. H. (2022). The effect of parent-involved reading activities on primary school students’ reading comprehension skills, reading motivation, and attitudes toward reading. International Electronic Journal of Elementary Education, 14(4), 509–524. https://www.iejee.com/index.php/IEJEE/article/view/1747
Costall, A. (2000). James Gibson and the ecology of agency. Communication &
Cognition,33(1), 23-32.
Curdt-Christiansen, X. L. (2012). Private language management in Singapore: Which language to practice and how? In A. S. Yeung, C. F. K. Lee, & E. L. Brown (Eds.), Communication and language (pp. 55–77). Information Age Publishing.
Curdt-Christiansen, X. L., & Wang, W. (2018). Parents as agents of multilingual education: Family language planning in China. Language, Culture and Curriculum, 31(3), 234-254. https://doi.org/10.1080/07908318.2018.1504394
Dapheney, L., Curry, D. L., Reeves, E., & Mcintyre, C. J. (2016). Connecting schools and families: Understanding the influence of home literacy practices. Texas Journal of Literacy Education, 4(2), 69-77.
Davies, B. (1993). Shards of Glass. Hampton Press, Inc.
Davies, B. (1994). Poststructuralist theory and classroom practice. University Press.
DeBaryshe, B. D. (1995). Maternal belief systems: Linchpin in the home reading process. Journal of Applied Environmental Psychology, 16, 1-20.
Deckner, D. F., Adamson, L. B., & Bakeman, R. (2006). Child and maternal contributions to shared reading: Effects on language and literacy development. Journal of Applied Developmental Psychology, 27(1), 31-41. https://doi.org/10.1016/j.appdev.2005.12.001
Delgado-Gaitan, C. (1990) Literacy for empowerment: The role of parents in children’s education. Falmer Press.
Deters, P. (2011). Identity, agency and the acquisition of professional language and culture. Bloomsbury.
DSE/CEOV. (1994). Keys to Life, Professional Development Program for Secondary Subject Teachers. Melbourne: Department of School Education/Catholic Education of Victoria.
Dixon, L., & Wu, S. (2014). Home language and literacy practices among immigrant second-language learners. Language Teaching, 47(4), 414-449. doi:10.1017/S0261444814000160
Dufva, H., & Aro, M. (2015). Dialogical view on language learners’ agency: Connecting intrapersonal with interpersonal. Theorizing and analyzing agency in second language learning: Interdisciplinary approaches, 37-53.
Duursma, E., Romero-Contreras, S., Szuber, A., Proctor, P., Snow, C., August, D., & Calderón, M. (2007). The role of home literacy and language environment on bilinguals’ English and Spanish vocabulary development. Applied Psycholinguistics, 28(1), 171-190.
Dawson, C. (2002). How to choose your participants: Practical research methods, a user-friendly guide to mastering research. Cromwell Press.
Desjarlais, R. (1997). Shelter Blues: Sanity and Selfood Among the Homeless. University of Pennsylvania Press.
Dewey, J. (1896). The concept of the reflex arc in psychology. Psychol. Rev., 3, 13-32. Reprinted in W. Dennis (Ed.), Readings in the History of Psychology. Apple ton-Century-Crofts.
Dewey, J. & Bentley, A. (1949.) Knowing and the known. Beacon Press.
Dwyer, R., & Emerald, E. (2017). Narrative research in practice: Navigating the terrain. Narrative Research in Practice. eds. R. Dwyer, I. Davis, and E. Emerald (Singapore: Springer), 1-25.
Dyson, A. H. (2020). This isn’t my real writing: The fate of children’s agency in too-tight curricula. Theory into Practice, 59(2), 119–127.
Emirbayer, M., & Mische, A. (1998). What is agency? American Journal of Sociology, 103(4), 962-1023.
Estrada-Chichón, J. L. (2022). Parental involvement in children’s (0–6-year-olds) EFL learning: Outlining practical proposals for improvement as part of student teachers’ training. Porta Linguarum, 6. https://doi.org/10.30827/portalin.vi.26179
Fan, X. & Chen, M. (2001). Parental Involvement and students’ academic achievement: A meta-analysis. Educational Psychology Review, 13, 1-22.
Feinstein, L. & Symons, J. (1999). Attainment in secondary school. Oxford Economic Papers, 51, 300-321.
Feldman, M. S., Skoldberg, K., Brown, R. N., & Horner, D. (2004). Making sense of stories: A rhetorical approach to narrative analysis. Journal of Public Administration Research and Theory, 14, 147–170.
Farver, J. M., Xu, Y., Eppe, S., & Lonigan, C. J. (2013). Home environments and young Latino children’s school readiness. Early Childhood Research Quarterly, 28(4), 947-962.
Firth, A., & Wagner, J. (1997). On discourse, communication, and (some) fundamental concepts in SLA research. Modern Language Journal, 81(3), 285–300. https://doi.org/10.2307/329302
Forey, G., Besser, S., & Sampson, N. (2016). Parental involvement in foreign language learning: The case of Hong Kong. Journal of Early Childhood Literacy, 16(3), 383–413. https://doi.org/10.1177/1468798415597469
Freudenberg, B. (2017). Beyond lawyers: Legal literacy for the future. Australian Business Law Review, 45(5), 387-404.
Frank, A.W. (2012). Practicing dialogical narrative analysis. In J. A. Holstein & J. F. Gubrium (Eds.), Varieties of narrative analysis, 33–52. Sage.
Frijters, J. C., Barron, R. W., & Brunello, M. (2000). Direct and mediated influences of home literacy and literacy interest on prereaders’ oral vocabulary and early written language skill. Journal of Educational Psychology, 92(3), 466-477.https://doi.org/10.1016/j.ijer.2021.101816.
Gallagher, S. (2017). Enactivist interventions: Rethinking the mind. Oxford University Press.
García, P. (2014). Verbalizing in the second language classroom: Exploring the role of agency in the internalization of grammatical categories. In P. Deters, X. Gao, E. R. Miller, & G. Vitanova (Eds.), Theorizing and analyzing agency in second language learning (pp. 213–231). Multilingual Matters.
Gao, X. (2012). Parental strategies in supporting Chinese children’s learning of English vocabulary. Research Papers in Education, 27(5), 581-595.
Gavora, P. (2016). Preschool children in book-reading situations with parents: The perspective of personal agency theory. Studia Paedagogica, 21(4), 99-116. https://doi.org/10.5817/SP2016-4-5
Gee, J. P. (2000). The new literacy studies: From “socially situated” to the work of the social. In D. Barton, M. Hamilton, & R. Ivanic (Eds.), Situated literacies: Reading and writing in context (pp. 180–196). Routledge.
Gest, S. D., Freeman, N. R., Domitrovich, C. E., & Welsh, J. A. (2004). Shared book reading and children’s language comprehension skills: The moderating role of parental discipline practices. Early Childhood Research Quarterly, 19(2), 319-336. https://doi.org/10.1016/j.ecresq.2004.04.007
Giddens, A. (1984). The constitution of society: Outline of the theory of structuration. University of California Press.
Golinkoff, R. M., & Hirsh-pasek, K. (1999). How babies talk: The magic and mysteries of language in the first three years of life. Plume.
Gonida, E. N., & Cortina, K. S. (2014). Parental involvement in homework: Relations with parent and student achievement-related motivational beliefs and achievement. British Journal of Educational Psychology, 84(3), 376–396.
Goodall, J., & Montgomery, C. (2014). Parental involvement to parental engagement: A continuum. Educational Review, 66(4), 399–410.
Hammer, C. S., Miccio, A. W., & Wagstaff, D. A. (2003). Home literacy experiences and their relationship to bilingual preschoolers’ developing English literacy abilities. Language, Speech, and Hearing Services in Schools, 34(1), 20-30.
Hartas, D. (2008). Practices of parental participation: a case study. Educ. Psychol. Pract. 24, 139–153.
Heath, S. B. (1983). Ways with words: Language, life, and work in communities and classrooms. Cambridge.
Hoover-Dempsey, K. V., Walker, J. M. T., Sandler, H. M., Whetsel, D., Green, C. L., Wilkins, A. S., & Closson, K. (2005). Why do parents become involved? Research findings and implications. The Elementary School Journal, 106, 105-130.
Huang, S. (2013). The use of literacy bags promotes parental involvement in Chinese children’s literacy learning in the English language. Language Teaching Research, 17, 251-268. 10.1177/1362168813475950.
James, A., & Prout, A. (Eds.). (1990). Constructing and reconstructing childhood. Contemporary issues in the sociological study of childhood. Falmer.
Kalia, V., & Reese, E. (2009). Relations between Indian children’s home literacy environment and their English oral language and literacy skills. Scientific Studies of Reading, 13(2), 122-145.
Kang, S., No, B., Lee, N. K., & Choi, N. (2019). Learning English at home: Young children’s use of English educational media in South Korea. Int. J. Inf. Educ. Technol, 9, 350–355.
Karp, I. (1986). Agency and social theory: A review of anthony Giddens. American Ethnologist, 13(1), 131–37.
Kelso, J. S. (2016). On the self-organizing origins of agency. Trends in Cognitive Science, 20, 490–499.
Kim, U., & Park, Y. S. (2006). Indigenous psychological analysis of academic achievement in Korea: The influence of self‐efficacy, parents, and culture. International Journal of Psychology, 41(4), 287–292.
King, K., Wright, L., & Logan-Terry, A. (2008). Family language policy. Language and Linguistics Compass, 2, 907-922. 10.1111/j.1749-818X.2008.00076.x.
Konza, D. (2014). Teaching reading: Why the “fab five” should be the “big six”. Australian Journal of Teacher Education, 39(12). http://dx.doi.org/10.14221/ajte.2014v39n12.10
Koskela, T. (2021). Promoting well-being of children at School: Parental agency in the context of negotiating for support. Frontiers in Education. 6. 10.3389/feduc.2021.652355.
Kvale, S. (1996) Interviews: An Introduction to Qualitative Research Interviewing. Sage.
Lan, Y. C.; Torr, J.; Degotardi, S. (2011). Learning English as a foreign language at home: The practice of Taiwanese mothers and their preschoolers. J. Mod. Educ. Rev. 1, 10–21.
Lan, Y. C.; Torr, J.; Degotardi, S. (2012). Taiwanese mothers’ motivations for teaching English to their young children at home. Child Stud. Diverse Contexts, 2, 133–144.
Lantolf, J. P., & Thorne, S. L. (2006). Sociocultural theory and the genesis of second language development. Oxford University Press.
Larsen-Freeman, D. (2012). On the roles of repetition in language teaching and learning. Applied Linguistics Review, 3, 195–210.
Larsen-Freeman, D. (2019). On language learner agency: A complex dynamic systems theory perspective. Modern Language Journal, 103(1), 61-79.
Lasky, S. (2005). A sociocultural approach to understanding teacher identity, agency and professional vulnerability in a context of secondary school reform. Teaching and Teacher Education, 21(8), 899-916, https://doi.org/10.1016/j.tate.2005.06.003.
Lau, C. & Richards, B. (2021). Home literacy environment and children’s English language and literacy skills in Hong Kong. Front. Psychol. 11:569581. doi: 10.3389/fpsyg.2020.569581
Lave, D., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge University Press.
Lee, Y.-C. (2010). Parents’ perceived roles and home practices in supporting Taiwanese children’s English language and literacy learning. English Teaching & Learning, 34(1), 1-53.
Lewis, K., Sandilos, L. E., Hammer, C. S., Sawyer, B. E., & Méndez, L. I. (2016). Relations among the home language and literacy environment and children’s language abilities: A study of Head Start dual language learners and their mothers. Early Education and Development, 27(4), 478-494. doi: 10.1080/10409289.2016.1082820. PMID: 27429533, PMCID: PMC4941823.
Lo, C. F. (2022). To speak English, or not to speak English, that is the question: A qualitative case study on an aspired young learner’s language learner agency under English education policy in Taiwan. [Master’s thesis, National Chengchi University]. Taiwan.
Lucas, S. (2019). The assembly of active participation by parents of children subject to a multi‐agency model of early intervention in child and family services. Child & Family Social Work. 24. 10.1111/cfs.12633.
Magnan, S. (2004). Presenting the special issue. Modern Language Journal, 88(4),489–490.
Mays, L. (2008). The cultural divide of discourse: Understanding how English-language learners’ primary discourse influences acquisition of literacy. The Reading Teacher, 61(5), 415-418.
McCormack, C. (2000). From interview transcript to interpretive story: Part 1—Viewing the transcript through multiple lenses. Field Methods, 12, 282–297.
McKay, S. L., & Wong, S.-L. C. (1996). Multiple discourses, multiple identities: Investment and agency in second-language learning among Chinese adolescent immigrant students. Harvard Educational Review, 66(3), 577–608.
McNaughton, S. (2001). Co-constructing expertise: The development of parents’ and teachers’ ideas about literacy practices and the transition to school. Journal of Early Childhood Literacy, 1, 40-58.
Merriam, S. B., & Tisdell, E. J. (2016). Qualitative Research: A Guide to Design and Implementation, 4th Edn. Hoboken, NJ: John Wiley.
Miller, J. (2004). Identity and language use: The politics of speaking ESL in schools. In A. Pavlenko & A. Blackledge (Eds.), Negotiation of identities in multilingual contexts (pp. 290–315). Multilingual Matters.
Minh. A., Muhajarine, N., Janus, M., Brownell, M., & Guhn, M. (2017). A review of neighborhood effects and early child development: How, where, and for whom, do neighborhoods matter? Health & Place,46, 155-174. https://doi.org/10.1016/j.healthplace.2017.04.012.
Mishler, E. G. (1996). Missing persons: Recovering developmental stories/histories. In R. Jessor, A. Colby, & R. A. Shweder (Eds.), Ethnography and human development: Context and meaning in social inquiry (pp. 73–99). The University of Chicago Press.
Mullis, I. V. S., Martin, M. O., Foy, P., & Hooper, M. (2016). PIRLS 2016 international results in reading. Chestnut Hill, MA: TIMSS & PIRLS International Study Center, Lynch School of Education, Boston College.
Nasheeda, A., Abdullah, H. B., Krauss, S. E., & Ahmed, N. B. (2019). Transforming transcripts into stories: a multimethod approach to narrative analysis. International Journal of Qualitative Methods, 18, 1–9. doi:10.1177/1609406919856797
Neander, K., & Skott, C. (2006). Important meetings with important persons: Narratives from families facing adversity and their key figures. Qualitative Social Work, 5(3), 295–311. https://doi.org/10.1177/1473325006067357
Niklas, F., & Schneider, W. (2013). Home literacy environment and the beginning of reading and spelling. Contemporary Educational Psychology, 38(1), 40–50. https://doi.org/10.1016/j.cedpsych.2012.10.001
Norton, B. (2000). Identity and language learning: Gender, Ethnicity and Educational Change. Pearson Education.
Nyhout, A., & O’Neill, D. K. (2013). Mothers’ complex talk when sharing books with their toddlers: Book genre matters. First Language, 33(2), 115-131. https://doi.org/10.1177/0142723713479438
Olson C. B., & Land, R. (2007). A cognitive strategies approach to reading and writing instruction for English language learners in secondary school. Research in the Teaching of English, 41, 269–303.
Oxford, R. L. (2003). Toward a more systematic model of L2 learner autonomy. In D. Palfreyman & R. C. Smith (Eds.), Learner autonomy across cultures: Language education perspectives (pp. 75–91). Palgrave Macmillan.
Pae, H., Kim, S., & Sevcik, R. (2016). Child, Home, and Heritage Language: The Influence of Home Literacy Activities on Emergent Reading Skills in a Sequential Language. Bilingual Research, 64, 21-54. 10.17296/korbil.2016.64.21.
Patall, E. A., Cooper, H., & Robinson, J. C (2008). Parent involvement in homework: A research synthesis. Review of Educational Research, 78(4), 1039–1101.
Pavlenko, A., & Lantolf, J. P. (2000). Second language learning as participation and t he (re)construction of selves. In J. Lantolf (Ed.), Sociocultural theory and second language learning (pp. 155–177). Oxford University Press.
Payne, A. C., Whitehurst, G. J., & Angell, A. L. (1994). The role of home literacy environment in the development of language ability in preschool children from low-income families. Early Childhood Research Quarterly, 9(3-4), 427-440.
Pressley, M., Allington, R. L., Wharton-McDonald, R., Block, C. C., & Morrow, L. M. (2001). Learning to read: Lessons from exemplary first-grade classrooms. Guilford Press.
Pouliot, A., Vaillancourt, R., Stacey, D., & Suter, P. (2018). Defining and identifying concepts of medication literacy: An international perspective. Research in Social and Administrative Pharmacy, 14(9),797-804.
Ramadhani, D. M., & Rifai, I. (2021). The significance of book selection: An EFL parent’s criteria for selecting English story books. Proceedings of the 1st UMGESHIC International Seminar on Health, Social Science and Humanities (UMGESHIC-ISHSSH 2020), 137-145. https://doi.org/10.2991/assehr.k.211020.022
Reese, E., & Cox, A. (1999). Quality of adult book reading affects children’s emergent literacy. Developmental Psychology, 35(1), 20-28.
Riessman, C. K. (2007). Narrative Methods for the Human Sciences. SAGE Publications.
Rosenblatt, L. M. (1994). The reader, the text, the poem: The transactional theory of the literary work. Carbondale: Southern Illinois University Press.
Rowe, K. (1991). The influence of reading activity at home on students’ attitudes
toward reading, classroom attentiveness and reading achievement: An
application of structural equation modeling. British Journal of Educational
Psychology, 61, 19-35.
Ringenberg, M., McElwee, E., & Israel, K. (2009). Cultural capital theory and predicting parental involvement in Northwest Indiana schools. The South Shore Journal, 3, 86-124.
Rogoff, B. (1990). Apprenticeship in thinking: Cognitive development in social context. Oxford University Press.
Scarborough, H. S., & Dobrich, W. (1994). On the efficacy of reading to preschoolers. Developmental Review, 14(3), 245-302.
Scott J. and Marshall G. (1998), Oxford Dictionary of Sociology (2nd edn). Oxford University Press.
Schunk, D. H. (2012). Social cognitive theory. In K. R. Harris, S. Graham, T. Urdan, C. B. McCormick, G. M. Sinatra, & J. Sweller (Eds.), APA educational psychology handbook, Vol. 1. Theories, constructs, and critical issues (pp. 101–123). American Psychological Association. https://doi.org/10.1037/13273-005
Schunk, D. H., & Zimmerman, B. J. (1997). Social origins of self-regulatory competence. Educational Psychologist, 32(4), 195–208. Stapleton, K., & Wilson, J. (2017). Telling the story: Meaning making in a community narrative. Journal of Pragmatics, 108, 60–80.
Schnee, E., & Bose, E. (2010). Parents “Don’t” Do Nothing: Reconceptualizing Parental Null Actions as Agency. School Community Journal, 20(2), 91-114.
Schwartz, M. (Ed.). (2018). Preschool bilingual education: Agency in interactions between children, teachers, and parents. Springer.
Sénéchal, M. (2006). Testing the Home Literacy Model: Parent Involvement in Kindergarten Is Differentially Related to Grade 4 Reading Comprehension, Fluency, Spelling, and Reading for Pleasure. Scientific Studies of Reading, 10(1), 59–87. Lawrence Erlbaum Associates, Inc.
Sénéchal, M., LeFevre, J., Hudson, E., & Lawson, E. P. (1996). Knowledge of storybooks as a predictor of young children’s vocabulary. Journal of Educational Psychology, 88(3), 520-536.
Sénéchal, M. & LeFevre, J. (2002). Parental involvement in the development of
children’s reading skill: A five-year longitudinal study. Child Development, 73(2), 445-460
Shotter, J. (1983). “Duality of structure” and “intentionality” in an ecological psychology. Journal for the Theory of Social Behaviour, 13(1), 19–44. https://doi.org/10.1111/J.1468-5914.1983.TB00460.X
Shen, C., & Jiang, W. (2023). Parents’ planning, children’s agency and heritage language education: Re-storying the language experiences of three Chinese immigrant families in Australia. Frontiers in Psychology, 13, 1083813.
Silinskas, G., Sénéchal, M., Torppa, M., & Lerkkanen, M. K. (2020). Home literacy activities and children’s reading skills, independent reading, and interest in literacy activities from kindergarten to Grade 2. Frontiers in Psychology, 11, 1508. https://doi.org/10.3389/fpsyg.2020.01508. PMID: 32733336; PMCID: PMC7362993.
Sneddon, R. (2000). Language and literacy: Children’s experiences in multilingual environments. International Journal of Bilingual Education and Bilingualism, 3(4), 265-282. https://doi.org/10.1080/13670050008667711
Spolsky, B. (2012). Family language policy–the critical domain. Annual Review of Applied Linguistics, 32, 3-18. https://doi.org/10.1017/S0267190512000022
Steinberg, L. (2001). Contextual studies: Methodology. International Encyclopedia of the Social & Behavioral Sciences, 2, 2705-2709. https://doi.org/10.1016/B0-08-043076-7/00761-0.
Street, B. (1984). Literacy in theory and Practice. Cambridge University Press.
Street, B. (1995). Social literacies: Critical approaches to literacy in development, Ethnography and education. Longman Publishing.
Tharp, R. G., & Gallimore, R. (1988). Rousing minds to life: Teaching, learning, and schooling in social context. Cambridge University Press.
Toohey, K. (1996). Learning English as a second language in kindergarten: A community of practice perspective. Canadian Modern Language Review, 52(4), 549–576.
Tong, F., Zhang, H., Zhen, F., Irby, B., & Lara-Alecio, R. (2021). Supporting home literacy practices in promoting Chinese parents’ engagement in their children’s English education in low-SES families: An experimental study, International Journal of Educational Research, 109, 1-16.
Van Lier, L. (2010). The ecology of language learning: Practice to theory, theory to practice. Procedia-Social and Behavioral Sciences, 3, 2-6.
Vaughn, M., Jang, B. G., Sotirovska, V., & Cooper-Novack, G. (2020). Student agency in literacy: A systematic review of the literature. Reading Psychology, 41(8), 712-734.
Vincent, C. (2001). Social class and parental agency. Journal of Education Policy - J EDUC POLICY. 16, 347-364. 10.1080/02680930121109.
Vitanova, G. (2005). “Authoring the self in a non-native language: A dialogic approach to agency and subjectivity.” In Dialogue With Bakhtin on Second and Foreign Language Learning, eds G. Hall, G. Vitanova, and L. Marchenkova, 148–169. Erlbaum.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Wang, T. W., (2022). A study on parent-child joint-reading interactions when reading Chinese picture books and English picture books. [Master’s thesis, National Chiayi University]. Taiwan.
Wati, A. P. & Sahid, S. (2022). Factors influencing parents’ awareness of children’ education investment: A systematic review. Sustainability, 14, 8326. https://doi.org/10.3390/su14148326
Weedon, C. (1997). Feminist Practice and Poststructuralist Theory (2nd ed). Oxford.
Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge University Press. https://doi.org/10.1017/CBO9780511803932
Wertsch, J. V., Tulviste, P., & Hagstrom, F. (1993). A sociocultural approach to agency. In E. Forman, N. Minick, & C.A. Stone (Eds.), Contexts for learning: Sociocultural dynamics in children’s development (pp. 336-356). Oxford University Press.
Widding, G., & Berge, B-M. (2014). Teachers’ and parents’ experiences of using parents as resources in Swedish Primary Education. Procedia - Social and Behavioral Sciences, 112, 798-807. doi: 10.1016/j.sbspro.2014.01.439.
Wildová, R., & Kropáčková, J. (2015). Early Childhood Pre-reading Literacy Development. Procedia - Social and Behavioral Sciences, 191, 878–883.
Witherington, D., & Lickliter, R. (2016). Integrating development and evolution in psychological science: Evolutionary developmental psychology, developmental systems, and explanatory pluralism. Human Development,59, 200–23.
Weigel D. J., Martin S. S., & Bennett K. K. (2006). Contributions of the home literacy environment to preschool-aged children’s emerging literacy and language skills. Early Child Dev. Care, 176, 357–378. 10.1080/03004430500063747
Wertsch, J. V. (1985). Vygotsky and the social formation of mind. Harvard University Press.
Wertsch, J. V. (1991). Voices of the mind: A sociocultural approach to mediated action. Harvard University Press.
Wood, C. (2002). Parent–child pre-school activities can affect the development of literacy skills. J. Res. Reading, 25, 241–258. 10.1111/1467-9817.00173
Yashima, T. (2013). Imagined L2 selves and motivation for intercultural communication. In M. T. Apple, D. Da Silva, & T. Fellner (Eds.), Language Learning Motivation in Japan (pp. 35-53). Multilingual Matters.
Yeung, S. S., & King, R. B. (2016). Home literacy environment and English language and literacy skills among Chinese young children who learn English as a second language. Reading Psychology, 37(1), 92–120.