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Homework in a Dual Language Instructional Model

Homework in a Dual Language Instructional Model. Adapted from Homework in an Immersion Classroom: Parental Friend or Foe? American Council of Immersion Education Newsletter, December 1999, Vol. 3, No. 1. Dr. Lezley C. Lewis, Author. Homework is Never New Learning!.

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Homework in a Dual Language Instructional Model

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  1. Homework in a Dual Language Instructional Model Adapted from Homework in an Immersion Classroom: Parental Friend or Foe? American Council of Immersion Education Newsletter, December 1999, Vol. 3, No. 1. Dr. Lezley C. Lewis, Author

  2. Homework is Never New Learning!

  3. Homework in a Dual Language Instructional Model provides an excellent opportunity for parents to support and participate in the second language acquisition process.

  4. Myth #1 “My child doesn’t understand what the homework says.” The child understands the cognitive concept but may still be working through the transfer process. If they are not proficient in reading the homework or completing it, that does not mean that they do not understand. Check for the cognitive understanding of the first concept in their native language.

  5. Myth #2 “Having homework assigned in the second language is too hard. We are expecting too much from my child.” Homework, in any language, is an extension of the child’s classroom learning. If they understand the concepts, then the issue is how to appropriately transfer the knowledge. It isn’t about unrealistic expectations, it is about using information and knowledge at an early age.

  6. Myth #3 “Don’t worry about the Spanish. They will get it eventually, just translate everything.” Translating is a tool. If you begin with the translation, then the ability of the student to use all their tools/strategies for learning is circumvented.

  7. Intent Defeating Language • Too Hard versus Challenging • Can’t Do The Work versus High Expectations • The Teachers Expect Them To Do This In Spanish versus Natural Extension of the Classroom Learning

  8. Please Don’t… • Set yourself up as a language expert. • Use Intent Defeating Language • Allow homework to become an issue. • Allow adult biases to interfere with the intent of the homework.

  9. Please Do… • Listen, listen, listen…. • Use your connections as resources • Communicate with your teacher • Use positive prompts • What does this mean in English? • What resources do we have to clarify? • Context clues in the learning • How did you do this in class?

  10. When I help my child, I …. • Assist the transfer process • Encourage, praise and never use intent defeating language • Communicate with my child’s teacher • Allow all available resources to be used • Use a soothing tone of voice that shows I am interested and sincere but firm • Am patient, patient, patient!

  11. To provide practice, strengthen and reinforce the learning that began in the classroom.

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