Involving Parents in Their Children’s School-based English Language Writing Using Digital Learning

Abstract

Involving parents in their children’s school-based English language learning is beneficial to learners’ academic achievement as well as their language and literacy development. However, involving parents can be challenging. This study reports on one teacher’s use of a digital learning platform, Seesaw, with his third-grade (7 to 8 year-olds) English language writing class in Hong Kong to address the lack of parental involvement. The platform became a space for parents to be involved in their child’s school-based writing. It enabled them to view, like and comment in response to their child and other children’s English work. Although parents were seen to be involved on the platform, it was observed they mainly viewed and liked rather than commented. Future pedagogical directions will be discussed with suggestions provided on how parents can be encouraged to take a more active role on such platforms.

Blending asynchronous and synchronous digital technologies and instructional approaches to facilitate remote learning

“…The stages provided opportunities for students to work independently and collaboratively in asynchronous learning environments, and opportunities for teachers to provide live input, respond to questions and communicate in real time during synchronous lessons. The pre- and post- lesson tasks allow teachers to check for understanding formatively and allow learners to respond through their preferred mode according to task and learner variables (Moorhouse & Beaumont, 2020b ).…”

“…In response to COVID-19, scholars have begun to explore teachers’ shifts and adaptations to online instruction (e.g. Cheung, 2021 ; Moorhouse & Beaumont, 2020b ). For example, Moorhouse and Beaumont ( 2020b ) explored one teacher’s use of a video-conferencing system (VCS) to deliver synchronous online lessons to primary school learners in Hong Kong.…”

“…Cheung, 2021 ; Moorhouse & Beaumont, 2020b ). For example, Moorhouse and Beaumont ( 2020b ) explored one teacher’s use of a video-conferencing system (VCS) to deliver synchronous online lessons to primary school learners in Hong Kong. They provided several suggestions for teachers new to synchronous online teaching, including providing time for students to become familiar with the technology, utilising various features of the VCS (e.g.…”

Utilizing video conferencing software to teach young language learners in Hong Kong during the COVID‐19 class suspensions

“…The task was open‐ended. The post–live‐lesson task provided an opportunity for the learners to engage in independent work that could be viewed, liked, and commented on by their classmates and teachers (Moorhouse & Beaumont, 2019). It also provided the teacher with feedback on the learners’ understanding.…”

“…The teacher learned several lessons from the first attempt at synchronous teaching through VCS: Keep it simple—do not teach new topics or language so the focus is placed on familiarization of the VCS and its features (e.g., microphone mute / raise hand). Utilize various VCS features such as “share screen” and “gallery view” modes Include the VCS lesson within a sequence of learning: Assign a pre–live‐lesson task so the learners can come prepared for the live lesson (Butler, 2018). Design a post–live‐lesson task to allow learners to continue their learning after the VCS lesson and provide feedback on learning (Moorhouse & Beaumont, 2019). …”