Abstract Book of the 9th International Academic Conference on Education
Year: 2025
[PDF]
Building Bilingual Communities: English Language Immersion for Students with Parental Support
Ninfa Sofia Guevara-Peñaranda
ABSTRACT:
Learning English as a foreign language in Ecuador poses significant challenges, particularly in rural and underserved communities where limited resources and minimal family support hinder students’ academic progress. This study investigates how parental involvement can positively influence English language learning among elementary students in Milagro, Ecuador, with the broader goal of fostering bilingual communities. Employing a mixed-methods design, the research included 60 native Spanish-speaking students aged 9–11. Pre- and post-tests were conducted to measure language proficiency, while surveys captured student motivation and engagement data. The study focused on the impact of online instruction supplemented by parental support at home. Results demonstrated marked improvement in students’ speaking, reading, and vocabulary skills. Increased parental engagement significantly contributed to student motivation and sustained participation in language learning. The findings highlight the value of integrating home-based reinforcement with formal education and emphasize the importance of creating supportive bilingual environments. This research advocates for inclusive, community-based educational strategies that bridge school and home efforts to reduce language learning disparities.
Keywords: bilingualism, community involvement, elementary education, English learning, parental support