Generalizations from Classroom Instruction That Works
المؤلف:
Jane D. Hill Kathleen M. Flynn
المصدر:
Classroom Instruction that works with English Language Learners
الجزء والصفحة:
P78-C8
2025-09-12
353
Generalizations from Classroom Instruction That Works
Classroom Instruction That Works suggests four generalizations from the research on homework practices.
1. The amount of homework assigned to students should increase as they progress from elementary school through high school.
2. Parental involvement in homework should be minimal. Parents can support their children by providing the place, time, and resources for their children to engage in homework. They can also offer feedback and prompts as homework is being worked on. If students can do their homework independently, then it has been assigned at an appropriate level.
Special homework issues arise with parents of ELLs. For example, some parents hesitate to discuss homework with their children because they do not understand the language of the assignment. You should always encourage parents to use their native language at home. If a student tells a parent that she’s studying earthquakes, for example, the parent probably will not describe plate tectonics but may relate a personal story of experiencing an earthquake. When parents use their native language to relate a story, their narrative will be rich with vocabulary and explanations.
Parents should be encouraged to model literacy in their native language as well. Because native language development may not occur during the school day, opportunities for primary language growth at home become even more important. Years of research stress the importance of a strong foundation in the primary language in helping students acquire another language.
3. The purpose of homework should be identified and articulated. There are two reasons for homework: to practice or elaborate on what has been learned and to prepare for new information. ELLs do not have to receive the same homework as English-dominant students. In fact, if they are given the exact same homework, they may be using unfamiliar skills or incorrectly practicing them. Students should be given home work that requires them to use what they already know or what they are learning.
4. Feedback should be provided on homework assignments. It is not always the teacher who has to make the comments; students can offer feedback to one another. Such peer feedback can be helpful for ELLs, provided that students are not inundated with advice from English dominant students on how to correct every single error.
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