Meaningful homework is review and
practice of skills that have already been learned in the classroom. Meaningful
homework gives students the opportunity to apply learned skills in new
situations at home and can also encourage self-discipline and responsibility
for students (USDE, 2005). Homework is meaningful if students receive constructive
feedback and if the homework targets a specific learning purpose for the
student (USDE, 2005).
The intended homework objectives
for students, particularly English Language Learners, should be to “practice or
elaborate on what has been learned and to prepare for new information” (Hill,
2006). Teachers need to clearly
communicate expectations for homework so that students are aware of exactly
what is expected of them. These expectations may be different from one student
to another as teachers differentiate homework to make the content accessible for
the student’s sate of language acquisition.
Meaningful, varied and specific
feedback should be provided on homework assignments to make ELL students aware
of what they are doing well and improvements they can make. Feedback can come from the teacher, from
fellow ELL students or from native English speaking students.
To overcome language barriers in
home-school communication, teachers can encourage parents to engage with their
children in their native languages. Parents can orally tell stories in their
native language to develop language skills, “read” wordless picture books and
make frequent trips to the library to help children develop a love of books
(Color
n, 2007). Parents can also
say rhymes and sing songs or simply engage in meaningful conversations with
their students, requiring students to respond with more than one word answers (Colorn, 2007). Educators can inform parents of the specific
ways they can support their child’s learning at home by offering information
sessions at school geared towards homework support. Teachers can also keep
lines of communication open with parents, offering support and answering
questions for parents.
n, 2007). Parents can also
say rhymes and sing songs or simply engage in meaningful conversations with
their students, requiring students to respond with more than one word answers (Colorn, 2007). Educators can inform parents of the specific
ways they can support their child’s learning at home by offering information
sessions at school geared towards homework support. Teachers can also keep
lines of communication open with parents, offering support and answering
questions for parents.
Technology can support homework and
independent work for ELL students because of the immediate, individualized and
specific feedback that many programs, apps and websites offer for children. The
interactive nature and guidance of the program can give students the enjoyable
and motivating feelings of playing a game while also helping them to acquire
their new language. For instance, ABC
Mouse is free for public educators and students can access their accounts from
home.
Resources:
Colorín Colorado
(2007). Empowering Hispanic Parents and
Families at Home. Retrieved on 2/17/2015 from http://www.colorincolorado.org/educators/reachingout/empowering/.
Hill, Jane and
Kathleen Flynn (2006). Classroom Instruction that works with English Language Learners.
Alexandria, VA: Association for Supervision and Curriculum Development.
U.S. Department
of Education (2005). Homework: The Basics. Retrieved on 2/17/2015 from http://www.colorincolorado.org/article/20469/.
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