This thesis delves into the intricacies of parental involvement in fostering English
language proficiency among young learners. It posits that parents, to be effective
language facilitators, should possess a rudimentary understanding of English, thereby
enabling them to not only select appropriate educational resources but also actively
engage in teaching English to their offspring within the comfort of their homes.
Employing a qualitative research approach, the study primarily relies on in-depth
interviews conducted with a carefully selected sample of law students enrolled in the
program. It leverages the narrative inquiry methodology to unravel and dissect the rich
tapestry of parental experiences and stories, thus shedding light on the nuanced nature
of parental involvement and its profound implications for children's English language
learning enthusiasm. In conclusion, this narrative-based research underscores the
pivotal role parents play as not just passive caregivers but as dynamic agents in kindling
a sustained ardor for English acquisition. The collective narratives paint a vivid portrait
of parents who are resolute in their commitment to affording their children every
conceivable advantage. They are unwavering in their dedication to providing
opportunities, exposure, and unwavering support, all of which significantly contribute
to the holistic development of their offspring's language skills and an enduring passion
for the English language. This study illuminates the complex interplay between
parental engagement and a child's linguistic journey, revealing the profound impact of
the former on the latter's language acquisition and proficiency.
Keywords: Parents Perception, Role of Parents, Qualitative Research, Narrative
Explanation, Language Acquisition, English learning.