This thesis explores some of the educational experiences of mainland Chinese families in the UK. Parents and children frｏm seventeen Chinese families were interviewed and observed. These data were supplemented by interview, questionnaire and observational data collected from mainstream and community school teachers who taught some of the children from the families in question. The data were video or tape-recorded and analysed using Nud. ist (Non-numerical Unstructured Data Indexing Searc- hing and Theorising), a qualitative data analysis software package.

The thesis focuses, in particular, on the perceptions of Mainland Chinese families of British education, and explores the reasons for parents high expectations. It looks in some considerable depth at literacy learning at home and the ways in which mothers and children behave when reading together. It also considers Chinese language and literacy learning in the broader Chinese community, especially in relation to Putonghua-speaking students. Attention is paid to the problems which sometimes arise in communication between Chinese parents and mainstream teachers. Finally, the implications of differences in educational philosophy and teaching and learning styles are considered in relation to both the Chinese community and mainstream British education．