Scaffolding Homework for Foreign Language and Self-Regulated Learning: Lessons from an Australian Primary School

Autor/inn/en	Smith, Jennifer; Kettle, Margaret; Alford, Jennifer
Titel	Scaffolding Homework for Foreign Language and Self-Regulated Learning: Lessons from an Australian Primary School
Quelle	In: Education 3-13, 51 (2023) 4, S.620-635 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Smith, Jennifer) ORCID (Kettle, Margaret) ORCID (Alford, Jennifer)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4279
DOI	10.1080/03004279.2021.1993299
Schlagwörter	Correlation; Scaffolding (Teaching Technique); Homework; Japanese; Second Language Learning; Second Language Instruction; Metacognition; Learning Strategies; Teacher Student Relationship; Independent Study; Grade 4; Elementary School Teachers; Video Technology; Student Developed Materials; Parent Child Relationship; Foreign Countries; Teaching Methods; Australia + Suchen Sie Ihr Suchwort? Korrelation; Hausaufgabe; Japaner; Japanisch; Zweitsprachenerwerb; Fremdsprachenunterricht; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Teacher student relationships; Lehrer-Schüler-Beziehung; Selbststudium; School year 04; 4. Schuljahr; Schuljahr 04; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Australien
Abstract	Reporting on the relationship between homework, foreign language learning and self-regulated learning, this paper examines how a teacher used homework to promote Japanese language learning in a Year 4 class at an Australian primary school. The study drew on naturally occurring data including classroom observations and student-produced video of themselves completing homework as well as interviews and a collection of documents and artefacts. Using a sociocultural analytical lens, the study found that homework can be a vehicle for the development and practice of self-regulation strategies as enablers of successful language learning, but only within certain conditions established by teachers, parents and the students themselves. The study found that in some instances teachers may not recognise or adopt opportunities for student self-regulated learning. The paper concludes with a pedagogical homework cycle to assist teachers to mobilise the potential of homework as a means of scaffolding foreign language learning beyond the classroom. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01