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My mum paid attention to me. She understood the homework task and we could do the homework together. It was a lot of fun. (Student artifact) 2
Source publication
This paper explores the concept of parental involvement in English homework tasks as a way to include parents in the educational community. This descriptive study was carried out in a female public school with 10 students from third and fourth grades and their parents. In order to obtain the
information, different instruments were used: artifacts,...
Citations
... "This pandemic proved that as a mother we have to exert efforts in facilitating the learning of our children. This phenomenon reflects the parents' role as a key determinant that bridges the link between the separation of teachers and students towards mobilizing the learning process (Ávila Daza, & Garavito, 2009). It is noteworthy that in this time of the pandemic crisis, the need for parents' inclusion provides an integral part for learners to grasp accordingly the learning or lessons involved at a distance. ...
Many dimensions of societal roles have been affected by the pandemic crisis due to Covid-19. Since the government of the Philippines mandated that until a vaccine becomes available, there will be no face-to-face interaction, thus, the students must have to study in the comforts of their home. This educational trend paved the way for parents to play an emerging role towards facilitating their children to continue the learning process. Using a qualitative phenomenological research design, this study explores the experiences of parenting roles at the time of emergency remote education. The findings of this paper revealed three themes: parents as facilitators, motivators, and collaborators of the learning process. The results of this study also showed that while macro issues on emergency remote education have been given so much attention, the need to understand and to listen to the experiences of parents who are playing the role of teachers in this time of the pandemic crisis is noteworthy to be given time and attention. This also allows educational institutions to rethink the way they plan and create educational policies toward having a collaborative learning community.
... Whereas, parental involvement mechanism impacting fruitful change by maximizing students' potential skills, social-emotional learning and cognitive knowledge in the academic field, it also reveals positive attitude bringing with personal development in the context of social settings. To illustrate, in the event of family support components with the most effective programs and interventions accelerate students' learning process promoting their performance at school environment and the positive effect of direct parental involvement on students drastically encourage their learning skills as a conceptual tool to improve their strategies and methods (Daza & Garavito, 2009). ...
The purpose of this study was to investigate the feasibility of parent-centered collaborative learning in English language teaching and to sort out the strategies and techniques that might help and contribute students' language learning process. This qualitative case study examines how parental involvement can play a crucial role in the improvement of EFL learners' academic and social background in English classes. This study was carried out in a primary school with 5 students from fourth grades English classes and their parents, 7 teachers including 1 native English teacher, 4 Turkish English teachers, the head of the language department and a student counselor at a primary school in Istanbul, Turkey. In order to obtain qualitative data, semi-structured interviews, observations, records of students' projects/homework assignments. The findings of the study revealed that parents are powerful partners in one's language development and learning process by contributing academic attainment in terms of sociolinguistic perspectives. Őz: Bu çalışmanın amacı İngiliz Dili Eğitiminde ebeveyn katılımlı, ortak çalışmaya dayalı öğrenmenin uygulanmasını inceleyen ve bu süreçte öğrencilerin öğrenme sürecine katkı sağlayabilecek yöntem ve tekniklerin ortaya çıkartılmasına olanak sağlamaktır (Bozuk anlaşılmaz tümce) Türkiye'de özel bir ilköğretim okulunun İngilizce derslerinde uygulanan vaka incelemesi, aile katılımlı çalışmaların öğrencilerin akademik, kişisel ve sosyal gelişimlerinde nasıl önemli bir rol aldığını incelemeyi hedefler(Tümcenin düzeltilmesi gerekli). Bu çalışma, İstanbul'da özel bir ilköğretim okulunun 4. Sınıflarından 5 öğrenci ve aileleri, İngilizce bölüm başkanı, Rehberlik Danışmanı, Yabancı İngilizce Öğretmeni ve 4 Türk İngilizce Öğretmeni tarafından yürütülmüştür. Çalışmada niteliksel veri elde etmek adına, yarı yapılandırılmış görüşme, gözlemler ve öğrencilerin proje ve ödev kayıtlarından oluşan üç ölçek kullanılmıştır. Aynı zamanda, bu araştırma Epstein (2001) tarafından oluşturulan aile katılımlı çalışmanın, iletişim, evde öğrenme, ebeveynlik, karar alma ve gönüllülükten oluşan 5 alt başlığına yönelik incelemeler yapılmıştır. Çalışmanın bulguları çocukların dil gelişiminde ve öğrenme sürecindeki hem etkileşimsel hem sosyal kazanımları üzerinde ebeveynlerin uzun süreli ve güçlü bir yer etkiye sahip olduğunu toplum dilbilimsel açılardan değerlendirmeler de yaparak ortaya koymaktadır.
... Teachers are not the only absentees in the mold of the npb and Standards. Ávila Daza and Garavito (2009) claim that parents and their children do not know each other and explore the possibility of involving parents in English homework tasks. They pinpoint: 9. ...
This article reports on a study aimed at exploring inclusive policies in the teaching of English as a foreign language in Colombia, as evidenced in the articles published in the profile Journal by Colombian authors. The use of the documentary research method and critical discourse analysis showed that some policies—mainly The National Program of Bilingualism and the Basic Standards for Competences in English as a Foreign Language—contain issues closely related to the logic of discriminatory and segregation attitudes in English language teaching. We hope that the results of our analysis will generate more interest in scholars to examine language policies and work further to eradicate inequalities in education.
Este artículo presenta un estudio que exploró las políticas de inclusión en la enseñanza del inglés como lengua extranjera en Colombia desde el punto de vista de algunos autores colombianos que han publicado en la revista profile. El uso del método de investigación documental y el análisis crítico del discurso mostró que algunas políticas —principalmente el Programa Nacional de Bilingüismo y los Estándares básicos de competencias en inglés como lengua extranjera— contienen elementos estrechamente relacionados con la lógica de actitudes discriminatorias y segregativas en la enseñanza del inglés. Esperamos que los resultados de nuestro análisis generen mayor interés en los académicos por estudiar las políticas lingüísticas y trabajar aún más para erradicar las desigualdades en la educación. Palabras clave: bilingüismo, enseñanza de lenguas extranjeras, educación inclusiva, inclusión, políticas lingüísticas. *
... Ávila Daza and Garavito (2009) studied the implementation of English language homework as a strategy to create connections between parents and schools. This study worked on the importance of involving parents in their student's school life. ...
p>There is little scholarly information about parent involvement in their children’s English as a Foreign Language (EFL henceforth) literacy learning in the Colombian context. This exploratory-qualitative study looks into the possible roles of parents and children in EFL literacy learning at home, with special emphasis on parental roles and contributions. The study has a three-fold purpose: (1) to describe the behaviour of parents and students when doing EFL literacy tasks at home, (2) to explore feelings and thoughts (perceptions) of parents and students about working together on EFL literacy tasks at home, and (3) to identify ways in which parents contribute to a student’s EFL learning. Sixteen ninth grade students at a state school, and their parents or caregivers, carried out a series of EFL literacy tasks in their respective homes. Video recordings, field notes, qualitative interviews, and surveys were used as data collection tools. The results demonstrate that even when parents do not have a command of the English language, they have the potential to help with EFL learning from a non-linguistic point of view (e.g. monitoring children's homework, providing learning conditions, shaping children’s minds for EFL by giving advice, and feedback about EFL homework development).</p
... Focusing this line of thought on the Colombian context of teaching and learning English as a foreign language, Ávila and Garavito (2009) state that both parents and school are equally important in children's teaching and learning processes because they are the principal actors in the acquisition of their education; however, according to the authors, we as English teachers sometimes underestimate the interest of parents in participating in children's academic processes and also the inner motivation that children have in completing school activities successfully with their parents. For that reason, teachers play critical roles in getting parents involved in their children's academic life and in order to accomplish that, teachers should create different spaces where both children and parents interact with each other so that they can learn together. ...
p>In this article we describe and analyze how autonomous learning emerges in third graders’ socioaffective practices as reconstructed in written narratives. Results were obtained by analyzing and reflecting on classroom observation, interviews and written narratives done by the students which let us appreciate different behaviors and reactions the students usually went through. This study shows that children are able to recognize and reflect on the causes and consequences of situations thanks to the use of different socialization forms implemented by their parents; those forms help them become aware of their duties and homework. It also makes evident that social interaction, with family as the main contributors, plays an important role in children’s development of autonomy.
En este artículo describimos y analizamos cómo surge el aprendizaje autónomo en las prácticas socioafectivas de los estudiantes a través del uso de narrativas escritas. Los resultados se obtuvieron a través del análisis y la reflexión de observación de clases, entrevistas y narrativas escritas por los estudiantes, que permitieron apreciar los diferentes comportamientos y reacciones que los estudiantes vivían. Este estudio muestra que los niños son capaces de reconocer y reflexionar sobre las causas y las consecuencias de situaciones gracias al uso de diferentes formas de socialización implementadas por los padres. Estas socializaciones les ayudan a ser conscientes de sus deberes y tareas. El estudio también evidencia que la interacción social con la familia, como principal contribuyente, desempeña un papel importante en el desarrollo de la autonomía de los niños.</p
... Cooper (2001) suggests that public attitudes toward homework are cyclical and are related to broader social, national and international economic trends than to research on homework effectiveness. The concept of parental involvement in0 English homework tasks is a way to include parents in the educational community (Daza&Garavito, 2009). Walker et. ...
The purpose of this study was to determine the relationship between parental involvement in English homework and English reading comprehension of sixth graders. The participants were 125 sixth grade students and parents of these students who completed a parental involvement survey. The results of survey were correlated with the students reading level as determined by the reading comprehension test. Out of 125 students, 106 surveys were returned, 84.8 percent response rate. The data were than statistically correlated to determine a correlation utilizing the Pearson Product Moment Correlation test. Results of this study indicated strong positive correlation between parental involvements in English homework and English reading comprehension of sixth graders. So it is concluded that parental involvement plays an important role in student's home work of English reading comprehension.
Introduction
Young people with special educational needs and disabilities (SEND) are at heightened risk of road traffic injury and their caregivers are often concerned about independent mobility and the safety risks it poses. This qualitative research aimed to increase understanding of the facilitators and barriers to independent mobility for 7–10 and 11-13 year-olds with SEND.
Method
Thirteen young people (11 male and two female, six children 7-10 years-old and seven children 11-13 years-old) diagnosed with autism, attention deficit hyperactivity disorder (ADHD), or learning disabilities video recorded three journeys they regularly undertook and then participated in a semi-structured interview with their caregiver. A thematic analysis of travel films and interview transcripts was conducted.
Results
Younger children were typically not travelling independently, but both older and younger children were anxious about independent mobility. Younger and older children with SEND demonstrated unsafe behaviours in the road, had limited awareness at times of road safety, could become overwhelmed, and required longer to process information.
Conclusions
The findings informed recommendations for how to effectively support the independent mobility of young people with SEND. Children are often diagnosed with multiple conditions, and it is the profile rather than the specific diagnosis that impacts their road safety. Targeting specific behaviours rather than specific disorders may therefore be a more effective approach. Road safety was a central concern for caregivers, but it was one aspect of independent mobility and a broad focus on teaching independent mobility was preferable. Support with independent mobility and road safety should be provided by a range of people who come into contact with the young person and education may need repeating at key transition points.
In this paper, the EFL (English as a foreign language) children’s verbal practices outside classroom contexts were enhanced by guiding their parents with supplementary bilingual videos adequately prepared for the purpose. To achieve this objective, pretest, posttest, and interview were used as data col-lection tools. The participants of both groups were taught the same content using the traditional classroom in classroom; however, the parents of participants in the experimental group were integrated with these supplementary videos. The statistically analyzed data has shown that the EFL children whose parents underwent the two supplementary videos (experimental group’s participants) significantly outperformed the children whose parents underwent only the students’ book (control group’s participants). Hence, supplementary bilingual videos (video material and explainer videos) are effective and supportive means of guiding EFL parents in home speaking practices with their children. Thus, it recommends that EFL parents be trained and guided for better speaking practices with their children at home.
Como formadores de docentes de inglés de universidades públicas de Colombia,
intentamos con esta presentación comunicar una experiencia que involucra la intersección entre la pedagogía, la investigación y la innovación en educación de futuros profesionales de la enseñanza del inglés. Adicionalmente, como miembros del grupo de investigación Estudios Críticos de Políticas Educativas Colombianas, ESTUPOLI, al no querer permanecer como simples espectadores del sistema educativo colombiano, desarrollamos agendas investigativas desde una perspectiva crítica al interior de un programa universitario de formación de maestros-as. Es así como en esta ponencia nos
proponemos los siguientes propósitos: en primer lugar, presentar una visión de lenguaje
como una práctica social y cultural que conduce a la construcción de una perspectiva
diferente a la tradicional, desde la cual se puede observar la enseñanza y el aprendizaje
del lenguaje (Pennycook, 2007); en segundo lugar, discutir el perfil de intelectuales y
activistas del conocimiento pedagógico como lo plantea Giroux (1988) de los docentes en formación; en tercer lugar, problematizar la práctica de la pedagogía del lenguaje
conducente a una concepción de la enseñanza como una manera de construir y
transformar las realidades sociales, culturales y políticas de los niños y jóvenes que
asisten a las instituciones educativas, esto bajo unos principios de la Pedagogía Crítica
(Wink, 2005 y McLaren, 2003); en cuarto lugar, proponer una concepción de investigación
formativa como la exploración de posibilidades o alternativas para la innovación en la
enseñanza y aprendizaje de inglés, a partir de las múltiples relaciones entre teoría y
práctica que trasciendan las aulas. (Freeman, 1998); en quinto y último lugar, a propósito
de la innovación, ejemplificar con experiencias pedagógicas e investigativas de docentes
de inglés en formación, la conceptualización del cambio y la transformación del
conocimiento con trabajos de grado que contienen agendas innovadoras en los contextos, concebidas y explicadas desde las perspectivas de sus propios autores (Fullan, 2001).
The current study analyzes Chilean students’ and parents’ perceptions of English language assessment. 352 Chilean 10th graders were surveyed using the Perceptions of
the Assessment Tasks Inventory, the Perceived Classroom Assessment Environment Scale, and the Test Anxiety Scale in order to measure their perceptions of English language assessment. A semi-structured interview was also conducted to capture the perceptions of 74 parents about English and the way their children are assessed in the English subject. The quantitative data was analyzed using the Pearson Correlation Coefficient to measure how strong the relationship of the scores was in the three scales, and qualitative data was categorized using content and frequency analysis. The findings suggest that the subscales of the three surveys hold statistically significant relationships and students feel that a Learning-oriented assessment environment benefits them more than a Performanceoriented one. The former is a kind of environment that favors students’ learning and mastery of subject materials, whereas the latter is a type of environment that aligns with classroom assessment practices that emphasize the importance of grades over learning. The qualitative results also suggest that parents have a positive perception of the English language and believe it is useful for their children’s life even though they themselves might find it difficult to learn the language.
