HYBRID ENGLISH HOME LITERACY ECOLOGIES: MOTHERS' ACCOUNTS OF PRINT-DIGITAL INTEGRATION IN INDONESIAN EFL CONTEXT

Abstract

Young children's encounters with English increasingly span print and digital media, yet how these resources are connected within Indonesian EFL homes remains underdescribed. This qualitative descriptive study explored how eight university-educated Indonesian mothers of four- to five-year-old children reported integrating print and digital resources, mediating their use, and distributing English across everyday routines. Data came from a bilingual online open-ended questionnaire and individual written follow-up clarifications. Reflexive thematic analysis combined within-participant profiling with cross-participant comparison across four dimensions: print centrality, digital integration, parental mediation, and exposure distribution. Findings showed that books often anchored shared reading, while songs, online video, games, and subtitled films extended the modal and temporal reach of English. Mothers reported selecting content, questioning, modeling, co-reading or co-viewing, and extending language into conversation and play. Exposure ranged from bounded literacy events to English distributed across several parts of the day. Four provisional configurations summarized these combinations: print-anchored, digitally supported, interaction-centered hybrid, and distributed hybrid. Resource type alone was less informative than how resources were organized around interaction and routines. The study frames hybrid English home literacy ecology as a context-bound analytical descriptor rather than a validated household typology. Because the evidence comprised eight mothers' self-reports and included no observation or child assessment, the findings describe reported practices and do not establish their effectiveness for English development.