Family Language Ideology in English and Academic Performance of Junior High School Students in Chongzuo City of Guangxi Border Areas

Chunyan Yi

doi:10.54097/jeer.v5i2.12066

Authors

Chunyan Yi

DOI:

https://doi.org/10.54097/jeer.v5i2.12066

Keywords:

Family Language Ideology, English, Academic Performance, Junior High School Students

Abstract

The study aimed to explore the family language ideology in English and academic achievement among junior high school students. By adopting a quantitative approach, data were collected from students. The findings indicated that students had a negative perception towards English as a destructive language, held a favorable view of English as a pluralistic language, and recognized its importance in embracing diversity but also perceiving it as relatively irrelevant to their local community. The results also revealed no significant relationship between students' perception of family language ideology and their English grades. The study highlighted the need for comprehensive language programs with differentiated instruction and interventions to enhance students' language proficiency. Recommendations include promoting multilingualism, enhancing cultural sensitivity and curriculum, involving community, implementing long-term research to delve into qualitative studies to gain deeper insights into language attitudes and academic performance among students, and considering the socio-cultural context.

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