Homework for English Language Learners

RATIONALE:

Homework is an opportunity for students to practice, review, and apply knowledge (Hill, 2006).  It is an opportunity to extend learning beyond the school day, and solidify learning that took place at school. Research shows that students need to practice a skill or process at least 24 times to obtain 80 percent proficiency, so homework provides additional opportunities for practice (Hill, 2006).  It is particularly important for English Language Learners to have homework to practice skills because they may need even more focused practice than English-dominant students. 

Not only will homework provide the focused practice students need to deepen their understanding of content and become proficient in skills, but it will also help students develop good study habits (Colorín Colorado, 2007).  Homework provides children with opportunities to practice managing their time and meeting deadlines (U.S. Department of Education, 2005).  Furthermore, homework builds communication between school and home.  Families can keep up with what students are learning and school and receive feedback on homework assignments the student turns in (U.S. Department of Education, 2005).

Above all, homework helps a student’s achievement in school.  When students are assigned meaningful homework, turn it in successfully completed, and read the constructive feedback left by the teacher their performance in school improves (U.S. Department of Education, 2005). Studies show that students who complete more homework score better on standardized tests and earn better grades than students who do less homework (U.S. Department of Education, 2005).  

MEANINGFUL HOMEWORK & OBJECTIVES:

In order for homework to serve its purpose, it must be meaningful.  Meaningful homework provides direct opportunities to apply knowledge and skills that were taught in class (Hill, 2006).  The purpose of homework will be to practice skills learned in class, develop fluency with skills, and build confidence (U.S. Department of Education, 2005).  Homework will be directly tied to what is being worked on in the classroom, and will be at a student’s independent level so that they can complete it without assistance.  In order to keep homework at independent work levels students might receive homework that is different than the work of their peers, but this difference will be discrete so no one notices. 

  

Homework is…	Homework is not…
An opportunity to apply knowledge learned in class An opportunity to practice or review skills taught in class Reinforcement of concepts taught at school Work to be done independently Used to extend learning Used to complete activities and assignments started at school A way to foster a partnership between school and home Used to promote time management skills	Busy work Used for learning new topics Work that parents to need to provide assistance with Work that is too hard to complete independently

FEEDBACK & OVERCOMING BARRIORS:

Constructive feedback will be provided on homework assignments.  If comments are not left on homework they will be communicated verbally to the child.  Parental involvement in homework should be minimal, however there may occasionally be times where for whatever reason a student struggles.  In these situations students will be given additional instruction at school.  During the “What I Need” slot of the day students will be provided additional assistance on any homework assignments they were unable to understand.  These avenues of feedback will ensure that students understand the homework even if they were not completely successful on the first try. 

Occasionally obstacles may exist when establishing communication with families of English Language Learners.  First, it is important to establish and clearly communicate homework policies.  In addition, it is crucial that families are informed that the best way that they can help with homework is to provide the time and space for students to complete work.  Family members can be role models of achievement and help instill good study habits by making homework and education a priority (Colorín Colorado, 2007).  It is also important to communicate with parents that homework should require minimal assistance on their part, and that they should contact the teacher any time there are issues.  Lastly, technology can be used as a translator for homework policies and feedback.  If the parents do not speak English then a school translator or Google translator can be used to translate homework comments and any other necessary information. 

Resources

Colorín Colorado. (2007). Empowering hispanic parents & families at home | Colorín Colorado. Retrieved June 14, 2015, from http://www.colorincolorado.org/educators/reachingout/empowering/

Hill, J., & Flynn, K. (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 June 14, 2015, from http://www.colorincolorado.org/article/20469/