Implicación familiar en el aprendizaje de una asignatura no lingüística en inglés: el caso del CEIP Vil.la Romana

The academic results are influenced by multiple variables, among others, the parental implications. Different studies analyzed how parental support favours the language learning and the subject contents learning, from a positive attitude, high expectations, a collaboration with the family or concrete strategies. The present thesis analyzes, from a sample of CEIP Vil·la Romana (Catarroja, Valencia, Spain), different aspects from the parental involvement, more concretely, the support of the learning of a non-linguistic subject, Natural Science, that is taught and studied in a foreign language, English. To develop the study, a questionnaire, made up of 20 items, was designed, which has been applied to a total of 81 families of the school. The responses have been analyzed descriptively to corroborate or no the posed hypothesis. From the obtained data the following has been confirmed: (1) pupils whose carers value positively the learning of a non-linguistic subject in English obtain good results and (2) pupils whose carers only use the mother tongue to support content learning of the subject taught in English obtain good results. However, if couldn't be demonstrated, from the obtained data, that pupils whose carers put into practice at home strategies that support the content learning of the subject learnt in English obtain better results that the ones whose parents don't.