Today’s parents are more interested in having their children acquire English language skills as early as possible because they see the demands of the globalizing world context and contemporary trends in society and wish to ensure that their children can live in a future (quite possibly) English-speaking society. These developments, particularly in the Gulf Region in general and in Oman in particular, have led the educational sector to accelerate efforts over the last decade to initiate hundreds of early childhood education programs that offer bilingual education systems. However, no research has been conducted in the Omani context on parents’ beliefs about early instruction in English as a Foreign Language (EFL); claims regarding this issue remain speculative. This qualitative research study investigated parental beliefs about early EFL learning in Oman. Participants were 11 parents with children enrolled at a bilingual early childhood program. Interviews and a demographic survey were conducted. Findings revealed that parents are well aware of the benefits, challenges, and solutions of early EFL education. An exhaustive description of parents’ beliefs about early EFL learning was extracted. Implications and recommendations for research, policy, and practice are offered.
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