PARENTS’ REASONS FOR SENDING THEIR CHILDREN TO
BILINGUAL EARLY CHILDHOOD EDUCATION
THESIS
Submitted in Partial Fulfillment
of the Requirements for the Degree of
Sarjana Pendidikan
Arinta Widyasari
112009116
ENGLISH DEPARTMENT
FACULTY OF LANGUAGE AND LITERATURE
SATYA WACANA CHRISTIAN UNIVERSITY
i
PARENTS’ REASONS FOR SENDING THEIR CHILDREN TO
BILINGUAL EARLY CHILDHOOD EDUCATION
THESIS
Submitted in Partial Fulfillment
of the Requirements for the Degree of
Sarjana Pendidikan
Arinta Widyasari
112009116
ENGLISH DEPARTMENT
FACULTY OF LANGUAGE AND LITERATURE
SATYA WACANA CHRISTIAN UNIVERSITY
ii
PARENTS’ REASONS FOR SENDING THEIR CHILDREN TO
BILINGUAL EARLY CHILDHOOD EDUCATION
THESIS
Submitted in Partial Fulfillment
of the Requirements for the Degree of
Sarjana Pendidikan
Arinta Widyasari
112009116
Approved by:
Dra. Martha Nandari S. Handoko, M.A. Anita Kurniawati, M. Hum.
iii
COPYRIGHT STATEMENT
This thesis contains no such material as has been submitted for examination in any course or accepted for the fulfillment of any degree or diploma in any university. To the best of my knowledge and my belief, this contains no material previously published or written by any other person except where due reference is made in the text.
Copyright@ 2013. Arinta Widyasari and Dra. Martha Nandari S. Handoko, M.A. All rights reserved. No part of this thesis may be reproduced by any means without the permission of at least one of the copyright owners or the English Department, Faculty of Language and Literature, Satya Wacana University, Salatiga.
iv Student ID Number: 112009116
Study Program: Pendidikan Bahasa Inggris Faculty: Language and Literature Kind of Work: Undergraduate Thesis
In developing my knowledge, I agree to provide SWCU with a non-exclusive royalty free right for my intellectual property and the contents therein entitled:
PARENTS‟ REASONS FOR SENDING THEIR CHILDREN TO BILINGUAL
EARLY CHILDHOOD EDUCATION
along with any pertinent equipment.
With this non-exclusive royalty free right, SWCU maintains the right to copy, reproduce, print, publish, post, display, incorporate, store in or scan into a retrieval system or database, transmit, broadcast, barter or sell my intellectual property, in whole or in part without my express written permission, as long as my name is still included as the writer.
This declaration is made according to the best of my knowledge.
Made in : Salatiga
Date : ________________ Verified by signee,
__________________ Approved by
Thesis Supervisor Thesis Examiner
v
Table of Content
Cover Page ... i
Approval Page ... ii
Copyright Statement ... iii
Publication Agreement Declaration ... iv
Table of Content ... v
Data collection instrument ... 12
Data collection procedures ... 12
Data analysis procedures ... 13
Discussion The demand to be able to speak global language ... 14
Prestige and pride ... 15
Parents‟ pretension to give future investment for children ... 16
Giving supportive language environment for children to socialize... 18
Parents‟ ignorance about children‟s ability in learning languages... 20
Parents‟ attention in children‟s identity ... 22
Conclusion and Suggestion ... 24
Acknowledgement ... 26
References ... 27
vi
List of Tables
Table 1 : Parents‟ reasons of sending their children to bilingual
ECE (prestige and pride) ... 15 Table 2 : Parents‟ point of view on children‟s future ... 16 Table 3 : Parents‟ point of view on children‟s environment... 18 Table 4 : Parents‟ perception about children ability in learning
languages ... 20 Table 5 : Parents‟ perception on children‟s identity related to
vii
List of Figures
1
PARENTS’ REASONS FOR SENDING THEIR CHILDREN TO
BILINGUAL EARLY CHILDHOOD EDUCATION
Arinta Widyasari
Abstract
The importance of English has been widely acknowledged all around the world along with the global growth. To prepare young generation (children) with English, bilingual Early Childhood Education (ECE) has become trend in Indonesia society, there are many Indonesian-English bilingual ECE emerging in Indonesia. In this study, 36 parents of bilingual ECE students were given questionnaire investigating about their reasons for sending their children to an Indonesian-English
bilingual ECE. This study revealed that parents‟ concern are mostly on social and
economic reasons, such the demand to be able to speak global language, prestige and
pride, parents‟ pretension to give future investment for children, and giving supportive language environment for children to socialize. Apart from the parents‟
reasons above, the study suggests that in fact parents were not aware about the
children‟s ability in learning more than one language at the same time and the effect of being bilingual to the children‟s cognitive development.
2
Introduction
The fact that English is now widespread around the world is indisputable. This idea was strengthened by House (2003). She analyzed the increasing number of
English learners which showed that English is now no longer „owned‟ by its native
speakers only. Non-native speakers now use it for international contacts in various aspects.
As a language of wider communication, English continues to spread and permeate globally, crossing the boundaries of different nationalities. As a result, Non-English speaking countries are competing to prepare their young people with high quality of English such as Indonesia. Indonesia uses bahasa (Indonesian language) and some local languages as its daily languages and in this country English seen as a foreign language. Nowadays, many education institutions in Indonesia are struggling to find the most effective way to keep balance with the global growth. One of the solutions is by conducting bilingual Indonesian-English education for children that is Early Childhood Education abbreviated as ECE.
Davies (2005), in her article mentioned that many parents in Jakarta (one of
major cities of Indonesia) are thinking hard on their children‟s education. It is almost
3
the parents mentioned that they believed that children may suffer from confusion of
languages. It means that parents in Jakarta are aware of children‟s ability in learning
more than one languages at the same time. On the other hand, Tare and Gelman (2010) argue that children actually have special ability in learning languages which make them to acquire languages naturally and easily.
There are many Indonesian-English bilingual ECE emerging in Indonesia, it means that the number of the students of bilingual ECE is increasing day by day. It
comes up with a problem that is the indistinctness of parents‟ reasons in sending
children to a bilingual ECE. There are some possible reasons, whether parents are aware with the consequence of bilingual children or only following the trends of bilingual ECE.
Although there is a lot of research that show pros and cons in bilingual education for young learners, there are still a small number of research investigating
about parents‟ reasons for sending children to Indonesian-English bilingual Early
Childhood Education. Knowing parents‟ reasons is beneficial. Educational institution
can develop better programs for bilingual Early Childhood Education‟s future based
on parents‟ reasons to full fill their intentions. This research aims at investigating
parents‟ reasons of sending their children to Indonesian-English bilingual pre-school.
The research question to be answered in this study is “What are parents‟ reasons for
4 The Definition of Bilingual Education
The term bilingual refers to bilingualism, that is the ability to communicate in two (or several) languages independently of the relative level of the competence based on the modes and ages of acquisition (Lüdi, 2003). In the educational area, bilingual education means the use of two or more languages as medium of instructions (Ball, 2011). This argument also supported by Hamers and Blanc (2000). They believe that bilingual education is defined as an education which uses two or more languages as the media of instruction for any part of or the entire school curriculum including the other subjects.
Exerting those beliefs, the school which has bilingual programs in Indonesia
apply both children‟s mother tongue (Indonesia) and foreign language (in this study is
English) as the media of communication in the learning process. Using both
languages in the learning process aimed children‟s familiarity in English because it is spoken. When the languages are spoken, it gives more opportunity for children to interact with the language itself.
Negative Impacts of Being Bilingual
Nonetheless, forcing children to learn two languages at the same time has negative impacts. Day (2002) argues that the use of language shows our identities and membership in groups. In this study the group of identity being discussed is
Indonesian identity because children‟s community is Indonesian that uses bahasa
5
immolate their mother tongue which will cause lack ability in bahasa Indonesia. Troubles might happen when children have to access appropriate lexical items. For children who live in Indonesian community, lack ability in bahasa will be an obstacle for their social interaction. The other negative impact was found out by Lee (1996), who claims that the extrusion in two or more languages can be barrier for cognitive growth and will cause mental confusion for children. It will block their cognitive
development. From both Day‟s and Lee‟s statements, it can be said that forcing
children to learn more than one languages brings cognitive and social disadvantages. The other problem of forcing children to learn more than one languages found out by Tsushima and Hogan (1975), they found out that ten to eleven year old Japanese-English bilinguals scored lower on measures of verbal ability than monolinguals in a comparison group (Lee, 1996). This conclusion was also supported
by De Houwer (1999). He believes that children who haven‟t acquired their first
language but forced to acquire another language will experience mental confusion.
This problem will immolate children‟s cognitive growth because children‟s mentality
is not ready to absorb the input. From the previous study above, it implies that early
bilingual education gives disadvantages for children‟s cognitive development.
The Advantages of Bilingual Education
Although there are some statements which are against to children bilingual education, Guido (2009) stated that the use of English is important and it produces an
6
globalization era. Investment here means that through English, children may get many better opportunities in their future education because nowadays many job vacancies need applicants who are fluent in English. It means that bilingual children have more opportunities than monolingual children.
Despite there is an attack on children‟s cognitive development, there is still
exuberate evidence supporting early bilingual education. Pacific Policy Research Center (2010) pointed out that children who achieve bilingual education perform a better achievement academically. This conclusion was also supported by Winsler, Diaz, Espinosa and Rodriguuez (1999). They analyzed children who attend a bilingual school to see whether learning a second language will immolate the first language or not. The result showed that children who learn two languages at the same time made greater gains over time in their lexical production. It means that forcing
children to learn another language brings advantage for children‟s cognitive
development.
7
children will have the basic access to study abroad that is English as the global
language. Those findings revealed parents‟ reasons for sending their children to a bilingual school.
Children as Language Learners
When children are familiar with English, they will be more likely to acquire the language well. This thought was supported by Gordon (1956), Lennerberg (1967), and Chomsky (1959) as stated in Zacharias (2010) who believe that children language
ability is innate; they have “language instinct” and “Language Acquisition Device” or
LAD which enable them to learn language naturally. Moreover early language learners have intuitive understanding of whether or not a second language sentence is well-formed grammatically. It proves that childhood is the best time to acquire more than one language.
8
Children as natural language learrners also proved by Tare and Gelman (2010). They argue that children have the ability to differentiate two input languages; they have the ability to use different language appropriately with interlocutors who speak in different languages. Their conclusion was also supported by Werner Leopold (1949) as cited in Lee (1996) that bilingual children are able to focus on the content of words because they learn early on the abstractness and symbolism of words. They are forced to separate two different words for each referent so that they could differentiate the two languages.
Parents’ Role in Children’s Education
Reflecting on the belief that children are better language learners than adults, it motivates educational institutions in Indonesia to build bilingual ECE. A lot of bilingual ECEs are emerging in Indonesia. This fact motivates parents to force their children to learn English from the earlier age by sending their children to bilingual
ECE. Examined in the light of Norton‟s theories (2001), when someone learns a
language, he has a concept in his mind about his “future objective” related to the
language they learnt. “Future objective” here means that when someone learns a
language, he has a desire to heighten his/her ability. But in this study, the context is children‟s education, and the one who owns “future objective” is parents. In other words, the one who wants to learn English is not the children themselves. It is their
9
learning bilingual language are the result of parents' intentional choice because the one who decided where children have to study is parents (Lüdi, 2003).
A study about parental attitudes towards bilingual education and policies done by Pugliese (2010) showed that parents felt bilingual programs were helpful for children, for obtaining billiteracy and gaining self-esteem. Unfortunately, parents were not sure about their knowledge on bilingual education programs itself. Parents do know the advantages but they do not know the negative impact of bilingual programs. It can be seen that parents actually have low understanding on bilingual programs.
Supportive and concerned parents are critical ingredients in the success of
children‟s education (Pugliese, 2010). Parents are the one who are capable at deciding
children‟s school and what children have to learn. Parents definitely want the best for their child. Because of this trigger, bilingual ECEs compete to give the best result for the children by giving promise that the children will acquire English well in their school through various programs served.
The Study
This study is a qualitative research. The qualitative data were gathered by using a close-ended questionnaire.
Context of the study
10
(Early Childhood Education) have been emerging in this town. The subject of this small scale study is a bilingual ECE named Satya Wacana Children Centre abbreviated as SWCC, located in the area of Satya Wacana Christian University. The school classifies the students based on the age. There are four different classes. The youngest is Twigs class (Preschool), for students whose ages are two to three years old. Buds class (Play group) is the class for students whose ages are three to four years old. The other classes are Blossom (Kindergarten A) which is for four to five-year-old students and Bloomers (Kindergarten B) which is for five to six-five-year-old students. The learners come from various origins. Some of the learners are Indonesian and Chinese-Indonesian. There are also learners who are Australian, Dutch and Korean.
11 Participants
This study investigated parents‟ reasons for sending their children to a bilingual Early Childhood Education. Thereby, the participants selected are all Indonesian parents in Satya Wacana Children Centre from 4 classes (Twigs, Buds, Blossoms, and Bloomers). The parents of the children there came from different
background of education. Figure 1 below shows parents‟ background education, there
are four categories. The four categories are high school graduate (10%), diploma graduate (8,75%), bachelor degree (58,75%), and post graduate (22,5%).
Figure 1. Parents’ Background Education
Figure 2 bellow as an illustration of parents‟ occupation. Parents of SWCC
students have various occupation either mother or father, there are lectures, company
10.00% 8.75%
58.75%
22.50%
High School Graduate Diploma Graduate Bachelor Degree Post Graduate
Parents' Background Education
12
workers, entrepreneur, housewives, and others (mariner, doctors, reverends, and teachers).
Figure 2. Parents’ Occupation
Data Collection Instrument
This study followed a close-ended questionnaire because close-ended questionnaire is easy for the participants to answer and the responses given are fixed
and controlled. The questionnaire consist of 16 statements which require „yes‟ or „no‟
answer from the participants. Considering that not all the parents know English well, the writer used bahasa (Indonesian language) in the questionnaire. There was no questionnaire piloting due to the time limitation of the study.
Data Collection Procedures
The writer spread the questionnaires to all (44) parents in Satya Wacana Children Centre but only 36 returned. The questionnaires were given to the parents
18.48%
31.52%
15.21%
7.60%
16.30%
Lectures Company Workers
Others Entrepreneur Housewives
Parents'Occupation
13
when they were dropping and picking up their children to school. Some of them filled out the questionnaire directly and some brought it home, in one or two days they returned it to the writer. The whole data collection lasted about two weeks, started from March 4th 2013 to March 15th 2013. Considering the participants are parents, the writer decided to meet the parents one by one and extend the questionnaire directly in order to prevent random answer. There are forty seven Indonesian students; six of them are come from the same family, therefore the questionnaires distributed were forty four. Thirty six questionnaires out of forty four were returned. Data Analysis Procedures
The data collected was analyzed and processed using Microsoft Excel
including the statistical data. From the statistical data, the writer developed „tentative‟
themes to find the major theme of parents‟ reasons.
The Discussion
The purpose of this study is to find out parents‟ reasons for sending their
children to a bilingual Early Childhood Education. From the data collected, there are 4 major factors that led parents to send their children to a bilingual Early Childhood
Education. This study revealed that parents‟ concern are mostly on social and
economic reasons, such the demand to be able to speak global language, prestige and
14
learners such as children‟s thinking ability in learning language and children‟s
identity.
The Demand to Be Able to Speak Global Language
The result confirm that 34 parents out of 36 (94%) parents agree with the
statement “I want my children following world‟s development that is be able to use
more than one language, especially English”. Parents send their children to a bilingual school because nowadays is a globalization era. Parents want their children
to follow world‟s development which requires an ability to communicate fluently
with others moreover with foreigners. This demand encourages parents to give opportunity, even forcing children to learn global language at the early age. The growth of technology is the other background of this reason. By knowing English, it is easier for children to use technology such as a computer which requires English to operate it.
Parents‟ choice on bilingual school shows parents‟ intention who wants their
15 Prestige and Pride
The existence of bilingual schools in Salatiga became a hot topic among parents because they are suddenly appearing. This situation has made parents think twice before deciding where they will send their children, whether to a regular (monolingual) or a bilingual school. The following table (Table 1) is the sum up of the parents‟ reasons which are showing their prestige and pride in sending their children to bilingual ECE.
No. Statements Agree Disagree Abstain
1. I choose bilingual ECE because nowadays there are so many bilingual ECEs appearing in my town.
50% 50% -
2. I think that children who can speak English are impressive.
69% 25% 6%
3. I am proud because my son/daughter can speak English.
78% 19% 3%
Table 1: Parents’ reasons of sending their children to bilingual ECE
(prestige and pride)
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show that 78% of parents feel proud because their children can speak English. Further, the results show that 69% of participants agree that children who can speak English are impressive. From the three statements above (table 1) it can be seen that
prestige and pride become parents‟ reasons for choosing a school for children.
Parents’ Pretension to Give Future Investment for Children
Parents choose bilingual school for future investment. Future investment in this study is a perception of parents who think that by giving English as soon as
possible, it will give benefit for children‟s future. The following table (Table 2)
shows parents‟ point of view on children‟s future by sending them to a bilingual
ECE.
No.
Statements Agree Disagree Abstain
1. Being able to speak English will make my son/daughter more confident to get along with people.
67% 28% 5%
2. After graduating from this bilingual ECE, I wish my son/daughter would be able to speak English well.
61% 39% -
3. Children who can speak English have bigger chance to enter a superior school (sekolah unggulan).
69% 31% -
4. I want to facilitate my son/daughter, so that he/she can get a good job easily in the future.
94% 3% 3%
5. I believe that by sending my son/daughter to a bilingual ECE, at the higher education level he/she will be more intelligent than others.
31% 67% 2%
17
From the table above we can see that 67% parents believe that by learning English, children will be more confident when they socialize with others in the future.
Further, parents‟ intention is to facilitate children in their language ability. Sixty one percent of parents insist that after graduating from bilingual ECE children will be able to speak English well. The table also shows that 69% of parents assert that bilingual children will have more chance to enter a superior school or an international level school which uses English as its communication media. On the contrary, parents think that children who are bilingual are not more intelligent than monolingual children when they are in the higher educational level, which can be seen in the fifth statement. Sixty seven percent of parents think that both monolingual and bilingual children will have the same thinking ability in the future.
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ability in learning languages which is become the other benefit of teaching English to them.
Still connected to future investment, almost 100% of parents believe that by enclosing English to children in the early age will bring positive benefit in the future. This is understandable since in this global growth, job vacancies demand the one who is multilingual (fluent in more than one languages) especially in English. This situation will give plus point for bilingual children later. Graddol (1997) supports this idea. He argues that we have entered an era in which language and communication have become the central role than before such as in political, economics and culture life because the emergence of a global language.
Giving Supportive Language Environment for Children to Socialize
Social Environment becomes one consideration for parents to decide which school they will choose for their children because it takes important role in education. In this study, the environment discussed is leaning towards community. From this following table (table 3) we can see that parents do
consider about children‟s environment for the learning process.
No. Statements Agree Disagree Abstain
1. I want to give good environment to my son/daughter as his/her first socialization community.
100% 0% -
2. I want my son/daughter get along with friends who are foreigners.
97% 3% -
19
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language unconsciously. This activity brings benefits for children‟s communication skill.
Other Findings
This study has revealed four parents‟ major reasons in sending children to
Indonesian-English bilingual Early Childhood Education. The other findings show
about parents‟ ignorance about children‟s ability in learning languages and also
parents‟ attention in children‟s identity.
Parents’ Ignorance about Children’s Ability in Learning Languages
Parents are the decision maker for children‟s education. But in this study,
there are some findings which show different results from the expectation. In fact, the result of the questionnaire on the table below shows that actually parents do not know
about children‟s ability in learning two even more languages at the same time. This
following table 4 illustrates parents‟ perception about children ability in learning languages.
No. Statements Agree Disagree Abstain
1. Children have language learning ability better than adult.
8% 92% -
2. Learning two languages at the same time is easy for children.
28% 67% 5%
3. Bilingual children have better thinking ability than monolingual children.
64% 33% 3%
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The data shows that actually parents do not understand about children ability in learning more than one languages at the same time. Sixty seven percent of the parents think that learning two languages at the same time is difficult for children. Moreover, most of the parents (92%) do not agree with statement “children are better
learner comparing to adults”. This result is adversative with Zacharias‟s (2010) who
believes that childhood is the best time to acquire more than one languages because children language ability is innate. As stated by Gordon (1997) children are better learners than adults because they learn a new language in the same way as they learn
their first language. Parents‟ view on this matter is totally different from the theory
proved by Zacharias and Gordon.
Based on the result of items number 1 and 2 above, it can be seen that actually parents do not know the advantages of teaching languages for children. It can be seen that parents consider social reasons only. But item number 3 reveals that 64% of parents agree that bilingual children have better thinking ability compared to monolingual children.
Moreover, actually there are two similar statements in the questionnaire. The
first one is that “I believe that by sending my son/daughter to a bilingual ECE, at the
higher education level he/she will be more intelligent than others” (statement A, on
table 2 item number 5) and the second is “Bilingual children have better thinking
ability than monolingual children” (statement B, table 4 item number 3). Thirty one
percent of parents agree with statement A but more half of parents (64%) agree with
22
of bilingual children‟s thinking ability. From this result, it can be seen and proved
that parents really do not have any idea about children‟s ability in learning more than one language at the same time.
Parents’ Attention in Children’s Identity
The following table (table 5) describes parents‟ perception on children‟s
identity related to Indonesian-English bilingual Early Childhood Education.
No. Statements Agree Disagree Abstain
1. Learning English is important although
it can be obstacle for children‟s ability
to use Indonesian.
34% 58% 8%
2. By learning English in early age, children will learn western culture.
20% 72% 8%
Table 5: Parents’ perception on children’s identity related to bilingual ECE
From the data, it can be seen that parents know and do consider about
children‟s identity especially being able to speak in their mother tongue (bahasa). Item number 1 shows that more than half of the participants (58%) agree that English
will not be an obstacle for children‟s development in their mother tongue. Parents
23
boundaries for their own culture. It means that learning western culture is not parents‟
intention. Parents believe that learning English does not mean damaging children‟s
identity. From table 5, it can be seen that parents are aware in children‟s identity as
24
Conclusion and Suggestion
The aim of this paper was to find out parents‟ reasons for sending their
children to an Indonesian-English bilingual Early Childhood Education. In
connection with the aim, this research focused on the question investigated “What are
parents‟ reasons for sending their children to bilingual Early Childhood Education.
From the findings discussed about parents‟ reasons for sending their children to bilingual ECE Satya Wacana Children Centre above, it is clearly observed that the participants of this study mostly focus on social and economic reasons. Almost all parents agree with the social and economic reasons like This study revealed that
parents‟ concern are mostly on social and economic reasons, such the demand to be
able to speak global language, prestige and pride, parents‟ pretension to give future
investment for children, and giving supportive language environment for children to
socialize. Further, parents disagree with the statement that said children‟s language
learning ability is better compared to adults and they believe that learning more than one language is difficult for children. It proved that actually parents do not understand about it. Parents are also less aware of the effect of bilingualism towards
children‟s cognitive development which is one more benefit for bilingual children. It
is essential for knowing children ability so that parents as decision maker could give the best education treatment for children. Furthermore, the positive finding is that
parents are aware of children‟s identity. Parents assert that they send children to
25
Based on the result, there is a need for the educational institution to do some approach to inform parents about bilingual education in order to socialize the benefits and focuses of bilingual education for children. Parents with high conscious on education will help to maximize the effectiveness of children‟s education. Parents‟ involvement in children education will give more benefits such as improvements in
children‟s academic performance, social skill, emotional and social development
(Thompson, 2001; Jordan et al., 2002; Henderson & Berla, 1994; Henderson and Mapp, 2002; Daniel, 2005). Thus it is important for educational institution to invite
parents to attain the success of children‟s education.
Although the research has reached its aims, there were some unavoidable limitations. First, because of the time limit, this research was conducted only on a small size of population that is in one institution only. Therefore, to generalize the results for larger groups, the study should have involved more participants in more than one institution. Second, not all questionnaires were returned, some parents were giving reasonable reasons like they were out of town so they were unable to fill out the questionnaire but some were not returned it without any reasons.
In addition to widening the scope of study and the perspectives in future research, it could be seen as very interesting to study parents main direction by sending children to a bilingual Early Childhood Education in Indonesia considering the issue of English subject disbandment for childhood education in Indonesia. It
would be interesting to dig deeper about parents‟ intention about children‟s
26
Acknowledgement
27
References
Ball, J. (2011). Enhancing learning of children from diverse language backgrounds: mother tongue-based bilingual or multilingual education in the early years. France: The workshop of UNESCO.
Barnes , J. D. (2006). Early Trilingualism a Focus on Questions. Great Britain: MPG Books Ltd.
Christal, D. (2003). English as a global language. Cambridge: Cambridge University Press.
Daniel G. (2005). Teacher Education: local and global in Maxine Cooper. Parent
involvement in children’s education: Implications of a new parent
involvement framework for teacher education in Australia. 141-148. Day, E. M. (2002). Identity and the young english language learner. Great Britain:
The Cromwell Press Ltd.
Davies, R. (2005, July). Bilingual education -- often misunderstood, always complicated. The Jakarta Post. Retrieved May 28, 2013, from
http://www.thejakartapost.com/news/2005/07/16/bilingual-education-often-misunderstood-always-complicated.html
De Houwer, A. (1999). Two or more languages in early childhood: some general points and practical recommendations. Retrived April 15, 2013 from http://www.lingref.com/isb/4/100ISB4.PDF
Gordon, T. (2007). Teaching young children a second language. Westport: Praeger Graddol, D. (1997). The future of English?. United Kingdom: British Council. Hamers, J. F., & Blanc, M. H. (2000). Bilinguality and Bilingualism second edition.
United Kingdom: University Press Cambridge.
House, J. (2003). English as a lingua franca: A threat to multilingualism?. Journal of Sociolinguistics 7/4 , 556-578.
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Lee, P. (1996). Cognitive development in bilingual children: a case for bilingual instruction in early childhood education. Summer/Fall 1996, 20, 3 & 4, 499 – 522.
Lao, C. (2004). Parents‟ attitudes toward Chinese-English bilingual education: Some current issues. Bilingual Research Journal, 28(1), 99-121.
Lüdi, P. Ó. (2003). Bilingual education: some policy issues. Council of Europe. Pugliese, J. K. (2010). Parental attitudes toward bilingual education programs and
policies. 1-7.
Pacific Policy Research Center. (2010). Successful bilingual and immersion
education models/programs. Honolulu: Kamehameha Schools, Research & Evaluation Division.
Tare, M., & Gelman, S. A. (2010). Can you say it another way? Cognitive factors in
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Uemura, M. (1999). Community participation in education: What do we know?. Retrieved April 21, 2013. From
http://siteresources.worldbank.org/INTISPMA/Resources/383704-1153333441931/14064_Community_Participation_in_Education.pdf Winsler, A., Diaz, R. M., Espinosa, L., & Rodriguez, J. L. (1999). When learning a
second language does not mean losing the first: bilingual development in low-income, Spanish-speaking children attending bilingual preschool. Child development, 70, 2, 349-362.
29 APPENDIX Questionnaire Sheet
Dear Parents of Satya Wacana Children Centre students,
I am interested in researching parents‟ reasons in sending children to a
bilingual Early Childhood Education. Your participation in this study will help me to complete my thesis in English Department at Satya Wacana Christian University. Please kindly spare a few minutes of your time to fill out this questionnaire. Your response to this questionnaire will be treated with utmost confidence.
Thank you for your cooperation. Ms. Arinta
Please give a check () in the „agree‟ or „disagree‟ box, according to your opinion. The following statements are the reasons why I choose Indonesian-English bilingual Early Childhood Education for my children.
No. Statements Agree Disagree
1. I want my children following world‟s development that is be able to use more than one language, especially English.
2. I choose bilingual ECE because nowadays there are so many bilingual ECEs appearing in my town. 3. I think that children who can speak English are
impressive.
4. I am proud because my son/daughter can speak English.
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8. I want to facilitate my son/daughter, so that he/she can get a good job easily in the future.
9. I believe that by sending my son/daughter to a bilingual ECE, at the higher education level he/she will be more intelligent than others.
10. I want to give good environment to my son/daughter as his/her first socialization community.
11. I want my son/daughter get along with friends who are foreigners.
12. Children have language learning ability better than adult.
13. Learning two languages at the same time is easy for children.
14. Bilingual children have better thinking ability than monolingual children.
15. Learning English is important although it can be
obstacle for children‟s ability to use Indonesian.
