Parental Involvement in Teaching English as a Foreign Language to Pre-Schoolers

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As the saying goes, 'Education begins with family', and the family plays a decisive role in the children's education process from the very beginning. In preschool, children are open to learning new things and developing in this way. English as a second language education for children is one of the most important areas that needs improvement. The aim of the study is to examine the extent to which parents support their children in learning English as a foreign language. Qualitative research was employed for this study. Sixteen parents of preschool children participated. The participants were selected using a purposive sampling method. The researcher conducted semi-structured interviews. The results were analysed using content analysis. The findings revealed that parents had constructive feelings about supporting their children at an early age. The participants stated that they were aware of the importance of learning English at a preschool age, and that they did their best to provide a language-rich environment for their children. The participants expressed that the earlier children began learning English, the more effectively they would acquire its structures. The study demonstrates that parental involvement is a key issue in supporting and encouraging children's foreign language learning. The study concludes with suggestions for parents, teachers, and other stakeholders on how to improve English language learning environments for preschool children.