Educational Expectations of Middle-Class Families and Their Children’s English Classroom Performance

Abstract

This study investigates the educational expectations of a middle-class family in Taiwan and how they align with their child’s English classroom performance. Using a qualitative case study approach, the researcher conducted English classroom observations and parents’ interviews over a two-year period, focusing on a primary school student’s English learning. The findings reveal a multifaceted educational approach that goes beyond mere academic achievement. Parents in this study actively invest in creating a structured, immersive language environment at home, demonstrating a clear transmission of cultural capital that aligns with Bourdieu’s concept of habitus and Lareau’s strategy of concerted cultivation. Their expectations for their child’s learning transcend basic skills, emphasizing the pursuit of higher-order thinking, creativity, and thoughtful expression. Additionally, they place significant value on the child’s learning attitude and character, focusing on behaviors like diligence and respect. While the student’s performance largely reflected these high expectations—showing active participation and strong language skills—there were occasional gaps in meeting the parents’ demand for “perfection” and “deep thinking.” This highlights the complex interplay between parental expectations, individual student traits, and environmental factors. The study concludes that middle-class educational strategies not only reproduce cultural capital but also cultivate specific learning behaviors and attitudes, offering valuable insights into the social reproduction of educational advantages in a Taiwanese context.