Introducing the researcher:
Dr Jennifer Smith
Doctor of Education (Queensland University of Technology), Master of Education (TESOL) (Queensland University of Technology), Graduate Certificate in Education (TESOL) (Queensland University of Technology)
Jennifer was a Japanese language teacher in Queensland for over twenty years before undertaking her Educational Doctorate at QUT. Presently she teaches on the Bachelor of Education and Masters of Education courses in the areas of teaching EAL/D learners in the mainstream classroom and the theory and practice of second language teaching and learning. Her thesis was about rethinking homework for primary school foreign language teaching and learning. Based on her recent research, this web page presents useful guidelines for designing and planning effective foreign language homework.
Introducing the research:
Rethinking homework for foreign language teaching and learning
Homework is a taken-for-granted routine that can be contentious. For too long, teachers have been left to their own devices to make decisions about the best way to implement homework or whether to implement it at all. Through the lens of sociocultural theory in second language education, this research investigated the conditions and processes that mediate meaningful foreign language homework and its accomplishment. This qualitative, instrumental case study analysed semi-structured interviews, classroom observations, student-produced video of themselves completing homework, stimulated verbal recalls, a parent focus group and an extensive document and artefact collection to explore the perspectives of teachers, students and parents. Examining the roles of two Japanese language teachers, six students across Years 4 – 6 and their parents, this study analysed how the teachers scaffolded students’ undertaking of homework, how the students approached doing the homework and what roles and obligations the parents assumed around the homework of their child.
The ensuing journal article draws from this research and a copy of the article can be accessed here
Smith, J., Kettle, M. & Alford, J. (2021). Scaffolding homework for foreign language and self-regulated learning: Lessons from an Australian primary school, Education 3-13, DOI: 10.1080/03004279.2021.1993299
As a contribution to homework pedagogical knowledge the following information relates to things foreign language teachers can do before, during and after homework, as well as tips for parents and students.
For more information Jennifer can be contacted at j268.smith@qut.edu.au
Teachers
Parents
Routine
Responsibility
Knowledge
Communication networks
Students
Languaging
Organise materials
Seek assistance
Check feedback
Develop motivation