Abstract
Language ideologies play a pivotal role in shaping language use and language learning, particularly in multilingual and multicultural regions such as Chongzuo City. This paper explores the parental language ideologies in English and the intricate relationship between parental language ideologies in English and their impact on familial factors within the context of Chongzuo City in the Guangxi border areas. Through a comprehensive analysis of quantitative data obtained from questionnaires, this study delves into the various language ideologies held by parents residing in this region, focusing specifically on the English language. The findings reveal that parents have a somewhat negative perception of English as a potentially disruptive language. However, they also acknowledge its importance for future opportunities and recognize the need to understand its cultural context. Conversely, parents hold a positive view of English as a language that embraces diversity. They believe that English has evolved through interactions with various languages and cultures. Parents perceive English as relevant but not highly practical in their daily lives within the local context. They feel that their children's bi-lingual or multilingual skills are not effectively developed through English language learning. Additionally, the study shows that parental education and interactions with schools play a significant role in shaping perceptions of how family language ideology affects the learning of English. Other family-related factors do not appear to have a significant impact. Based on the findings, schools, community organizations, and educators may implement recommendations for career counseling, cultural context education, promotion of linguistic diversity and cultural integration, contextualization of English learning, integration of English and local language learning, and family-school collaboration to enhance language ideology.
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