Parents’ experiences in supporting young children in learning English as a foreign language in the home environment: A case study from Poland

The article attempts to present the recognized ways in which parents support their children in learning English as a foreign language (EFL) in the home environment. The research was of a qualitative nature, as described by Denzin and Lincoln. The research methodology consisted of in-depth semi-structured qualitative research interviews based on a prepared interview guide. The research group was 12 parents (3 men and 9 women) of children aged 7 to 9 years attending grades 1–3 of early school education in one public school in Wroclaw, Poland. The analysis was formal and qualitative. The following main categories emerged, showing parents’ in-depth and complex experiences: the importance given by parents to learning English; their motivation, various strategies and ways of supporting children in learning English at home; the nature of parents’ knowledge (and its sources) regarding the ways of supporting children; parents’ difficulties, concerns, expectations in this regard, underlying the need for cooperation with the school environment.