本研究透過詮釋現象學方法來瞭解十一位母親，在其幼兒英語學習參與之經驗與賦予意義之研究。研究問題包括母親在幼兒輔導的方式與內容，和其感受為何與賦予經驗的意義。資料收集方式除了以半結構式之深度訪談，還包括文件蒐集、研究者手札、與相片拍攝為輔；並使用主題式分析。研究主要發現為家長輔導幼兒英語學習之方式與內容，包括親子共學英語、採取鼓勵的方式、結合生活空檔時間、以及運用不同資源等方式，豐富孩子的英語學習。本研究亦根據家長輔導幼兒英語學習之經驗，與家長互為主體詮釋出其賦予此經驗之意義；包括：（1）讓孩子及早學英語是為將來發展奠基；（2）幼兒英語教學內容難以落實於生活；（3）致力於孩子字彙的增加與對英文文法的瞭解；（4）重視孩子對英語學習的興趣與成就感；（5）孩子英語學習內容與家長過去的英文學習內容具差異性；（6）提供孩子英語教育上所面對的挑戰。最後，依據本研究結果，提出對輔導幼兒英語學習之家長、英語教學幼稚園之親職教育、及未來研究之建議。

The purpose of this hermeneutic phenomenological study was to illuminate eleven mothers’ experiences in facilitating young children to learn English in Taiwan. Their children had attended private bilingual or English Kindergartens. Semi-structured and in-depth interviews were conducted with parents to gain a deeper understanding of their experiences. Other tools for data collection included a researcher’s reflective journal, artifacts and photos. Strategies for examining the data were thematic and constant comparative analysis. Mothers facilitated young children’s English through jointed learning, encouragement to young children, daily short conversations and English media. Six major themes emerged from parents’ experiences: (1) Having children to learn English is building foundation for their future, (2) What children learnt in schools are hardly applied in daily lives, (3) Working on children’s vocabulary and grammar is essential, (4) Children’s interest and senses of achievement in learning English are concern, (5) Finding new methods to learn English with children is a discovery, and (6) Providing children to attend English Kindergartens brings challenges. The findings suggested looking beyond current understanding of the phenomenon of Children’s English learning.