Rethinking homework for foreign language teaching and learning in primary school
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Jennifer Ann Smith Thesis
(PDF 26MB)
Available under License Creative Commons Attribution Non-commercial No Derivatives 4.0. |
Description
Homework attracts much debate in schooling, especially in terms of its processes, outcomes and benefits for primary school learners. This study investigated the implementation and accomplishment of foreign language homework in a Year 4, 5 and 6 Japanese as a Foreign Language program. Utilising Activity theory and understandings of Second Language Acquisition, the case study involved video, interview and document data from students, Japanese language teachers and parents. Key findings include the students' use of self-talk to regulate their accomplishment of foreign language tasks; the teaching needed to scaffold students' understanding of task demands; and parents' gradual reduction of assistance in homework.
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| ID Code: | 132305 |
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| Item Type: | QUT Thesis (Professional Doctorate) |
| Supervisor: | Kettle, Margaret & Alford, Jennifer |
| Keywords: | Homework, foreign language learning, primary school, self-regulated learning, second language acquisition, activity theory, languaging, mediation, scaffolding, homework pedagogical knowledge |
| DOI: | 10.5204/thesis.eprints.132305 |
| Divisions: | Past > QUT Faculties & Divisions > Faculty of Education Current > Schools > School of Teacher Education & Leadership |
| Institution: | Queensland University of Technology |
| Deposited On: | 09 Sep 2019 01:38 |
| Last Modified: | 09 Sep 2019 01:38 |
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