M.A. Thesis:

parent - teachr connections: Exploring overall achievements in Language Learning contexts as to parental involvement among Iranian EFL young Learners

With regard to language learning, home-school relationship is basic to easing the negative impacts of behavioral issues and learners’ success. In this study, the researcher screened this relationship in the light of recent self/identity issues within four relational contexts including learners’ family members, teachers, classmates and best friends in the context of Iran. For this purpose, this research attempted to investigate the effects of teacher-parent relationship on students’ overall achievement in English Language Learning (ELL) classes among two groups of Iranian younger and older (adolescents) learners. Findings from diverse data collection phases including teacher’s field notes and case reports among younger groups, and distributing a modified version of Taylor’s Quadripolar Model of Identity (TQMI) questionnaire to investigate public vs. imposed selves among adolescents showed that overall, connections with parents were totally different between the two groups of learners with older learners having more connections with parents. Qualitative analysis of the data still implied many other diverse interpretations which have been discussed in the end.

Keywords: Home-school relations, identity, relational contexts, imposed self, public self, parental involvemen