Abstract
Examining authentic literacy practices regarding homework in three demographically different family groups was the focus of this study. Parents of school age children identified as living in subsidized housing, parents of school age children working in a university teacher education program and parents of school age children who spoke a language other than English, the language of their school instruction were interviewed for the study. Implications of the study encourage teachers to be conscious of the importance of homework as a tool for providing meaningful activity, communicating information to the home about the classroom curriculum and mainstream practices. Teachers are encouraged to see the bi-directional potential of homework as an opportunity for teachers to learn about family practices through the returned homework.
Highlights
Authentic literacy practices regarding homework in three demographically different family groups were the focus of this study
This study examines the less visible effects of homework from an additive perspective of family literacy, which is defined here as the link between children’s literacy with that of their parents and siblings
In no case was a quiet setting with an individual lamp or desk used, as was previously suggested in school and parenting communication from the family literacy classes and the literature on best practices for homework (Beaulieu & Granzin, 2004; Rosado, 1994; Teft, 2000; Unger, 1991)
Summary
Authentic literacy practices regarding homework in three demographically different family groups were the focus of this study. Mrs Ortega looks at each paper, making 2 stacks, one of the new homework and the second of the previous night’s homework, checked by the teacher When finished she passes the sheets to the two younger daughters, seated nearby on the floor by a low table. For example, homework is being used as a tool for practicing school-based English while at the same time as a prompt for maintaining academic discourse in the home language of Spanish Participants in this phase of the study were members of an English as a Second Language (ESL) class designed for children with parents of minority language in an all-English classroom. In some cases, had consequences for the family beyond its original intent, where the parent extended its uses for the benefit of the rest of family; as when Mrs Ortega describes how her first grader’s homework and classwork pages were used as prompts for the two younger children not yet in school
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
