In Taiwan, English is considered a foreign language with distinct status and prestige. It is the preferred language for international communication, trade, and diplomacy. Thus, many Taiwanese parents want their children to learn English as early as possible. In 2006, Oladejo reported that 50% of preschools offered English instruction, and most parents preferred foreign English teachers over Taiwanese teachers. To attract parents and ensure their children's enrollment, private preschools often hired foreign teachers, the majority of whom lacked formal teaching qualifications or educational backgrounds (Oladejo, 2006).

Early childhood education experts have expressed concerns about teaching English as a foreign language to young children in preschools. Exposure to foreign languages is believed to not only add pressure on children but also hinder the development of their native language (Oladejo, 2006). Research suggests that starting English learning earlier does not always result in better outcomes. Studies indicate that young children are more sensitive to phonetics than adults, and for them to develop proper pronunciation, two conditions must be met: "correct language input" (meaning the instructor's pronunciation must be accurate) and "sufficient and extensive exposure to the language." In Taiwan, where English is a foreign language, meeting these conditions is challenging. Due to various issues arising from English instruction in preschools, the Taiwanese government banned English teaching in preschools in August 2004, and using English to teach preschool children was considered a violation of the Preschool Education Law (Oladejo, 2006). Still many private preschools continue to offer English teaching in violation of the law.

As time goes by, new policies about bilingual education have been implemented in Taiwan. The government is actively promoting the 2030 Bilingual Policy, which aims to foster bilingual skills, particularly by enhancing English proficiency among the younger generation. This initiative is designed to boost their competitiveness and capacity to make a greater impact on the global stage (National Development Council, 2021). English language instruction in Taiwan officially begins in third grade of elementary school. However, preschool operators and parents believe that the earlier children are exposed to English, the better; as a result, they advocate for changes to relevant laws. Originally, Article 13, Item 7 of the "Implementation Guidelines for Early Childhood Education and Care Services" prohibited full-day, half-day, or subject-based foreign language instruction. Concerns arose that this could be interpreted as banning all foreign language teaching in preschools, prompting the Ministry of Education to revise the guideline on August 8, 2021. The revised rule states that "if there is a need for foreign language instruction, it should be integrated into the educational activities curriculum for part of the time and comply with the preschool curriculum guidelines; it should not be conducted for the entire time or in a non-integrated manner for part of the time." Despite this, many preschools still struggle with understanding how to implement integrated English instruction. Additionally, childcare providers face challenges integrating English into the preschool curriculum and lack confidence in their own English skills, worrying they might mislead the children (Chen, 2024).

Chen (2021) suggested that there is no need to rush foreign language learning in early childhood. For initial exposure to a foreign language, a small amount of foreign language may be integrated into preschool activities to spark curiosity and interest, laying the groundwork for future learning. However, care must be taken to avoid overwhelming the children by pushing them too hard. The English teaching policy in preschools has shifted from being prohibited to allowing an integrated English curriculum; however, hiring foreign teachers at the preschool level remains legally prohibited.

Oladejo (2006) noted that few studies had systematically examined Taiwanese parents' attitudes toward bilingualism, which also reflect broader societal attitudes toward bilingual education. Parental attitudes are key in shaping children's views on language learning, directly impacting their motivation and success in acquiring a foreign language (Getie, 2020). Parental perceptions and expectations regarding bilingual education policy significantly influence the implementation of foreign language instruction in preschools. This study aims to examine parents' perceptions and attitudes toward English instruction in preschools. The research objectives include: 1. To describe parental perceptions and attitudes toward English teaching at preschool 2. To analyze related factors associated parental perceptions and attitudes Methods: Participants included parents from a preschool located in central Taiwan. A total of 101 questionnaires were collected, with one invalid questionnaire, resulting in 100 valid responses. The questionnaires featured questions on a 5-point Likert scale covering six aspects: perceptions, teacher qualifications, teaching materials, cost, time, and policies and regulations related to English teaching in preschools. Google Forms were used to distribute the questionnaires to parents. Questionnaire results were part of an action research study on integrated English teaching at a preschool in central Taiwan and may not apply to parents in other preschools. Among the surveyed parents, there were 12 males, accounting for 12%, and 88 females, accounting for 88%. The survey results on parents' age are consistent with the population, with the largest group, 42% (42 individuals), falling within the age range of 36-40 years, followed by 31-35 years, with 23 individuals (23%); 41-50 years, with 20 individuals (20%); and 26-30 years, with 13 individuals (13%). Regarding education level, the highest proportion, 63% (63 individuals), held a university degree. Results: The study found that a majority of parents in Taiwan supported English instruction in preschools. Specifically, 87% of parents wanted preschools to implement English teaching, and 79% were concerned about their children falling behind in English proficiency. Additionally, 77% believed early English learning leads to better outcomes, while 52% considered fostering children's interest in English the most important aspect. Furthermore, 60% of parents agreed that children should master their mother tongue before learning a foreign language. However, only 40% of parents believed that learning English was more important than learning their native language. In contrast, Oladejo (2006) found that 10% of parents strongly agreed, and 41.6% agreed with the idea of teaching English in preschools.

Parents were generally neutral about having foreign teachers at preschool, with a majority (48%) preferring local teachers with an English major background. Over half (53%) of parents believed that child caregivers should integrate English into the curriculum. A large majority (93%) of parents felt that the teacher's nationality is not important, focusing instead on their proficiency in teaching English. Parents were neutral about using English textbooks. However, 74% of parents believed that teacher-created English materials were more engaging for children. Additionally, 48% of parents agreed, and 42% strongly agreed, that they prefer child caregivers to design English instruction based on children’s interests. About 60% of parents preferred caregivers to integrate English into the curriculum without additional costs. However, 65% were willing to pay extra for foreign teachers, and 71% would also cover additional fees for local teachers with professional English qualifications. Additionally, 69% of parents were willing to pay for English textbooks. The study found that 69% of parents were aware of the Ministry of Education's promotion of "integrated English teaching," and 78% supported this initiative. Parents aged 35 and below were more supportive of English teaching in preschools, more concerned about their child’s English proficiency, and considered learning English more important than learning native language, compared to older age groups. Additionally, parents aged 35 and below preferred child caregivers to integrate English into the curriculum more than parents aged 36-40, who, in turn, preferred it more than those aged 41 and above. Parents' willingness to pay extra for hiring foreign teachers varies by educational level, with those holding a postgraduate degree being the most willing, followed by university degree holders, junior college graduates, and parents with a high school/vocational school education or below. Promotion and modification of bilingual education policies should take into consideration of parental perceptions and attitudes.

Chen, S. -C. (2021). The priority of language learning for young children. Journal of Taiwan Education Studies, 2(4), 29-46. https://www-airitilibrary-com.cyut.idm.oclc.org/Article/Detail?DocID=P20220316001-202107-202203160017-202203160017-29-46 Chen, Z-L. (2024). A Study of Preschool English Teaching Practices and Related Factors in Taiwan (thesis, Chaoyang University of Technology). https://hdl.handle.net/11296/8rgsj2 Getie, A. S. (2020). Factors affecting the attitudes of students towards learning English as a foreign language. Cogent Education, 7(1)https://doi.org/10.1080/2331186X.2020.1738184 National Development Council (2021). Bilingual 2030. https://www.ndc.gov.tw/en/Content_List.aspx?n=BF21AB4041BB5255&upn=9633B537E92778BB Oladejo, J. (2006). Parents' Attitudes Towards Bilingual Education Policy in Taiwan. Bilingual Research Journal, 30(1), 147-170,238. https://cyut.idm.oclc.org/login?url=https://www.proquest.com/scholarly-journals/parents-attitudes-towards-bilingual-education/docview/222009498/se-2 This study is sponsored by the Ministry of Education in Taiwan.