the role of homework in foreign language learning

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Step by step: Using the CEFR in the classroom

The CEFR’s central aim is to provide a method of learning, teaching and assessing that applies to all European languages. The framework makes evaluating language qualifications easier for educational institutions and employers.

By using clear, internationally recognised benchmarks , educators can help learners progress through language proficiency levels, ensuring they develop the skills to communicate effectively in real-world contexts. Aligning teaching and evaluation with the CEFR framework ensures that language instruction is systematic, transparent and effective.

The CEFR distinguishes four kinds of language activities: reception (listening and reading), production (spoken and written), interaction (spoken and written) and mediation (translating and interpreting). It divides language proficiency into six levels, grouped into three categories:

  In 2020, the Council of Europe released an updated Companion Volume that presents the key aspects of the CEFR for teaching and learning in a user-friendly format, and contains the complete set of extended CEFR descriptors, which replace the original 2001 set. These include descriptors for mediation, online interaction, plurilingual/pluricultural competence and sign language competences. The illustrative descriptors have been adapted for sign languages and all descriptors are now gender-neutral.

Teaching along the CEFR pathways

Teachers can use the CEFR descriptors in everyday education, in a way that scales up to higher  levels and larger systems. The CEFR framework descriptors can be used to select and structure activities, explain objectives to learners and monitor student performance. For assessment, teachers can use standardised tests or create their own tests and exams based on the CEFR descriptors to measure proficiency in a standardised way.

The CEFR recommends an action-oriented approach that encourages pupil autonomy, with a synergy between collaborative work and personal reflective work.

The CEFR structure can be incorporated into language teaching at all levels to set clear objectives and ensure that the curriculum allows for a gradual increase in complexity. The framework emphasises interacting and communicating with real-world language capabilities, and prioritises integrated skills: teaching listening, speaking, reading and writing in a connected way.

Additional information

• Education type: School Education
• Target audience: Teacher Student Teacher Head Teacher / Principal Pedagogical Adviser Teacher Educator Researcher
• Target audience ISCED: Primary education (ISCED 1) Lower secondary education (ISCED 2) Upper secondary education (ISCED 3)

School subjects

Key competences.

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BRAZILIAN PRIMARY SCHOOL STUDENTS AND THE ROLE OF HOMEWORK IN FOREIGN LANGUAGE LEARNING

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A current inequity in educational outcomes is the lower achievement of students from low socio economic households and those of Māori or Pasifika ethnicity when compared with other students in New Zealand (Nusche, Laveault, MacBeath et al, 2011; Snook & O’Neill, 2014). Access to the internet provides an opportunity for students and their families to participate in learning at home which could contribute to reducing inequities. This is one part of the rationale underpinning current initiatives that support families from low decile communities to purchase netbooks for student learning. How home learning can be designed to improve outcomes for learners is the focus of this study which explored student, parent and teacher experiences of home learning with netbooks.

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Key words: mobility, portability, access, training, data transfer, transformation, personal ownership This Report has been prepared by the Technology Enhanced Learning Research Group based in the Faculty of Education at the University of Hull. We report a case study of mobile technology adoption from eight individual educational locations in Scotland that differ significantly in terms of demographics, infrastructure, the approach of the Local Authority and readiness to implement the use of tablet technology for learning and teaching. The study took place between March and summer 2012 and the mobile technology used was the Apple iPad.1 The schools in the sample were selected via recommendations from their Local Authority. Whilst this sample includes a wide range of variation in key factors likely to influence the adoption and successful use of mobile technology, it does not necessarily represent all schools across Scotland. We therefore do not attempt to draw comparisons between schools or report on the long-term impact of this pilot initiative regarding individual educational attainment or cohort assessment outcomes. This report forms part of a developing longitudinal investigation that is seeking to achieve these larger objectives. Three models of ‘personalisation’ of the technology were found in the schools: 1. Some deployed class sets of the technology where devices were retained in the school and issued to students for particular lessons or purposes; 2. Other schools allocated machines to individual students for use across lessons but they were not allowed to take the equipment home; 3. A third group of schools adopted the most personalised approach and gave students the device for the duration of the pilot for use in school and at home. Sometimes schools used a hybrid of these three main approaches. A total of eight schools and around three hundred and sixty five iPads were involved in the pilot. The majority of teachers in the pilot were provided with a personal iPad before or at the start of the initiative. Research data was drawn from: • Initial (baseline) and exit surveys of parents and students; • Interviews with the lead teachers and senior managers in each school; • Interviews with advisers and senior leaders in each of the Local Authorities; • Focus group meetings with students in each school, and; • Lesson observations by the research team. In addition reflective journals that teachers were asked to write and the video diaries and logs kept by 1 Most students had access to the 2nd generation iPad although a few used the 1st generation device which lacked a camera iPad Scotland Final Evaluation Report, October 2012 9/114 a representative sample of students were drawn upon. Analysis of the data was undertaken between July and October 2012. Key findings 1. Use of tablet devices such as the iPad was found to facilitate the achievement of many of the core elements required within the Curriculum for Excellence framework and could be further developed in order to achieve these aspirations. 2. The adoption of a personalised device such as an iPad significantly transforms access to and use of technology inside the classroom with many attendant benefits: − Many teachers noted that ubiquitous access to the Internet and other knowledge tools associated with the iPad altered the dynamics of their classroom and enabled a wider range of learning activities to routinely occur than had been possible previously. − The device also encouraged many teachers to explore alternative activities and forms of assessment for learning. 3. Personal ‘ownership’ of the device is seen as the single most important factor for successful use of this technology: − This is seen as the critical element: ! in increasing student levels of motivation, interest and engagement; ! in promoting greater student autonomy and self-efficacy; ! in encouraging students to take more responsibility for their own learning. − Evidence suggests that greater personal ownership of the iPad may also contribute to more interdisciplinary activity. 4. The individual possession of and early familiarisation with the iPad by teachers was seen as being responsible for the significant ‘buy in’ and low level of resistance from teachers: − The iPad engaged both teachers and students equally well. − Many members of school and Local Authority management teams commented that the deployment and effective use of iPad technology had been the most easily accepted, successful and problem-free initiative they had ever witnessed. 5. As a result of the pilot initiative schools are reconsidering their existing technology deployments with a view to more mobile provision: − Some schools have decided that because of their experiences with the iPad their existing ICT suites of computers will not be replaced in future. − Many schools reported that teachers and students were using iPads every day and in most lessons. iPad Scotland Final Evaluation Report, October 2012 10/114 − Little formal training or tuition to use the devices was required by teachers; they learned experientially through play and through collaboration with colleagues and students. 6. The device is bringing about significant changes in the way teachers approach their professional role as educators and is changing the way they see themselves and their pedagogy: − Teachers noted that iPads had promoted more collaboration between them and students. − Teachers now see many students coaching and teaching their peers without the intervention of the class teacher − Software and applications (e.g. screen recording apps) support these processes and resultant changes in pedagogy − The use of iPads has enabled many more students to express their creativity, to engage in peer assessment and in group critique. − Teachers have seen the emergence of a real learning community that extends beyond the academic to include a partnership between students and teachers who work closely together. − Students report that within a month of the pilot starting, they noticed from their perspective that the quality of teaching seemed to have improved. − Class teachers feel that the functionality of these devices better supports students of all abilities. − Teachers reported that iPads allowed them to develop and extend homework and provide better feedback to students about their learning. 7. 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This book is designed to help new and experienced teachers teach both for and with reflective and critical thinking. Teaching for reflective and critical thinking refers helping your students increase their awareness of their thoughts and knowledge and increase their control over their learning and thinking. Teaching with reflective and critical thinking refers to helping teachers become more aware of their own thoughts and knowledge about teaching and learning and enhancing their control over their thinking, knowledge and instructional activities. The overarching goal is for students to become exemplary, independent thinkers and learners with abilities to acquire, use, evaluate, and modify their knowledge in school and in their everyday lives. To accomplish this goal, students need teachers’ expertise, characterized by their own reflective and critical thinking. This book has two main sections. The first set of chapters apply to teachers in all subject area. The second set of chapters are subject-specific and include: reading, mathematics, science, English, foreign languages and history.

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English Homework: What Makes Sense?.

• Laura Loder Büchel
• Published 2016

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Interactive mobile home tasks vs. individual home tasks in university foreign language education at the upper-intermediate level, 21 references, the forgotten voices in homework: views of students, the role of homework in foreign language learning., does homework improve academic achievement a synthesis of research, 1987–2003, we only learn language once. the role of the mother tongue in fl classrooms: death of a dogma, the role of homework, relationships of attitudes toward homework and time spent on homework to course outcomes: the case of foreign language learning., autonomy in language teaching and learning, five hallmarks of good homework.

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Meaningful and Maladaptive Homework Practices: The Role of Self-Efficacy and Self-Regulation

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Is AI the death of homework? Education in a new landscape

As the education system grapples with the impact of generative AI, experts say it’s about transformation, opportunity – and, of course, risk

Whether educators, parents and students are ready (or not) for generative artificial intelligence (AI), this fast-evolving technology is already reshaping learning methods and traditional approaches to education.

And its impact on one well-known aspect of education – homework – is a force all three will have to reckon with, but experts say it’s premature to declare the death of homework. Instead, it’s better to view this as a transformative moment of opportunity, akin to previous generations of students gaining access to calculators and then smartphones and Google in their pockets. “This is not bad – it’s just a different way of being right,” said Lynn Gribble , Associate Professor in the School of Management and Governance at UNSW Business School. “We need to move from ‘good’ and ‘bad’ to a different way of being.”

The integration of AI into education also comes with substantial risks and represents a paradigm shift that requires careful consideration and adaptation. While generative AI offers exciting possibilities, it also necessitates a re-evaluation of traditional homework and assessment methods, according to Jihyun Lee , a Professor in the School of Education at UNSW Arts, Design & Architecture.

“GenAI will continue to transform the concepts of learning process, learning outcomes, assessment of learning and homework,” she said. “The future of learning will be centred on process-oriented activities, documenting how students learn with and/or without AI.”

The key to making AI work for the education system will be recognising its risks, including significant equity and access concerns. Setting up guardrails is essential – as is redesigning how education, and homework in particular, interacts with technology to ensure students benefit from the presence of AI in their learning environments rather than fall behind because of it. “For whatever good it can do, is there an unintended consequence?” A/Prof. Gribble said. “If it’s always working everything out for you, then the real question is, do you know how to do that work for yourself?”

The new age of homework

While homework may feel like part of the fabric of education – particularly for primary school students – it’s also been contentious for many years, spurred by debate over its utility and purpose. So, what might the advent of generative AI mean for the future of homework in an education landscape where its place was already being questioned ?

As A/Prof. Gribble explained, however, ChatGPT and other generative AI tools are unlikely to render homework irrelevant. Instead, the conventional approach to homework will have to transform, capitalising on AI’s opportunities while building systems to deal with its risks.

First, it’s about recognising what homework is designed to do; for example, homework that’s “about skilling and drilling is different from homework that’s about independent study”, A/Prof. Gribble said. “Is it reconfirming what you have learnt during the day, or is it an opportunity for parents to see what their children are learning?”

It’s then about determining where AI can help, using its strengths where it improves things, and keeping the crucial “human in the loop” where that is beneficial. There will be a place for both in the emerging education landscape, including the realm of homework.

“AI has a fantastic potential to explain things that might be outside of your skillset,” A/Prof. Gribble said – and that could be parents trying to help with homework they themselves don’t understand, students trying to optimise their learning processes or educators seeking resources to teach more effectively. AI tools can act as tutors , offering explanations and helping with complex subjects that might be beyond parents’ or students’ own expertise.

Risks and drawbacks

However, the convenience of generative AI comes with a caveat. If students rely solely on AI for answers, they might miss out on critical thinking and research skills. And there are still major risks of data bias inherent in this developing technology.

“It’s not so good if we have a student who knows nothing and says, ‘I used a large language model instead of going to Google’,” A/Prof. Gribble said. “If you go to Google, you’re doing research and then you’re using that research to formulate your own opinion, because it doesn’t give you a narrative. ChatGPT or any Gen AI will give you a narrative.”

Moreover, generative AI is “designed to give you something that’s plausible; it’s never been designed to be truthful or accurate”, she added. It also tends to produce generic, less-nuanced content without “burstiness”, or the vibrancy and individuality of human writing, which is problematic when students must demonstrate deep understanding and unique perspectives.

Read more: Building socially intelligent AI: Insights from the trust game

“So, it is transforming homework in terms of parents or laypeople being able to help their young charges,” A/Prof. Gribble said. “The drawback is that if I don’t know what I don’t know, and I just accept what the AI says as the truth, the whole truth and nothing but the truth, then I may actually be learning the wrong thing.

“The greatest risk is, ‘I trusted the machine’,” she added. “ Never trust the machine – it’s not sentient, it’s not all-knowing; it’s trapped in a moment of time. Even Google is: if there was an earthquake, it would take five minutes for Google to catch up.”

Equity concerns: the digital divide

Another essential consideration is that not all students have equal access to technology, so its elevation in education contexts can exacerbate existing inequity. “There are some people who don’t have access to the Internet and a computer at home,” as A/Prof. Gribble noted. “Education is bigger than what happens in a classroom, right?

“Equal access is problematic because the government has not provided free Internet access. If you come from a family that values education, it’s easier than if you come from one that doesn’t,” she added.

Relying on schools to provide access is also problematic: “You would find that schools in socioeconomically disadvantaged areas are struggling to put textbooks in the room, let alone computers and Internet access.”

This digital divide can disadvantage students from lower socioeconomic backgrounds. “Like other resources, equal access to AI tools will be a continual issue,” Prof. Lee said. “If equal access to educational resources is not guaranteed in Australian society, we can only expect that the existing gap of digital disparity will be widened with additional types of digital technologies.”

The role of educators and parents

For educators, a key challenge in the evolving technological landscape will be integrating AI in a way that complements rather than replaces traditional teaching methods. And, crucially, educators must focus on inspiring and engaging students in ways that AI cannot.

Read more: Charting a new course for university education in the age of ChatGPT

“What we need to make sure as educators is that we are the storytellers; that we are the people inviting people to see how knowledge, knowledge application and critical thinking – being able to unpack assumptions – makes the world a better place,” A/Prof. Gribble said.

This approach includes fostering critical thinking and understanding the broader implications of students’ learning. “Students need to recognise the different skill-sets ” that will matter in an AI-assisted world, A/Prof. Gribble said, noting that while AI can assist in many tasks, it is not a substitute for human creativity and insight.

“Question. Fact-check. Where’s the human in the loop? Where are the morals and the ethics – is this what a good person would do or say? It’s virtue-based care ethics, coming from a space of, does somebody get harmed in this?” she said. “You can’t just say the machine’s responsible – we can’t pass off that responsibility. Humans must recognise their role in humanity and the humanness of it.”

For parents, understanding AI is crucial to effectively supporting their children. “Although it may seem obvious, parents should be aware of which AI tools their children are using, as well as how and for what purposes,” Prof. Lee said.

A/Prof. Gribble said parents should “stop, and then go. ‘Do I really understand AI?’ And if you don’t, learn it now, not next week; stop and take a basic AI 101 course; understand what AI is and how it works. And then you can support your children.”

The challenges of regulation

There is also a role for the government to set policies and establish guardrails to protect children and the education system, but this comes with its own challenges. And with generative AI already changing education, policymakers are increasingly handicapped in their ability to react to risks and opportunities it presents.

In addition, “government policies and regulation are inherently value-laden processes,” Prof. Lee said. “This means that public backing is necessary when labelling certain things as ‘bad for you’. Public backing should also be somewhat unanimous and rely on common sense. Since public use of AI is new and its full impact is not yet known, establishing AI-related policies may be challenging. For example, the notion of AI being inherently ‘bad’ is unlikely to gain the public consensus as with clearly harmful products like cigarettes.”

A/Prof. Gribble agreed that prohibition would not work, meaning the education system must work around these technological developments. “We need to instead come from an education, understanding, inclusivity, responsibility, sustainability perspective, and when we do that, the world changes,” she said. “Regulations and laws, along with policies, need to consider the intended and unintended consequences, and big business needs to step up and do what it can to ensure that the right things happen not just follow the law alone.”

Read more: Three useful things for educators to know about ChatGPT

In Australia, the federal government recently released a report following an inquiry into the use of generative AI in the education system, making 25 recommendations for schools, government and other stakeholders to manage gen AI’s risks and opportunities. These include making the use of GenAI in education a national priority, creating safeguards and mandatory guardrails, taking steps to ensure equal access, regulating EdTech companies, and integrating AI literacy in school curricula.

An era of authenticity

In this evolving landscape, the focus should be on leveraging AI to enhance education while ensuring it does not undermine essential skills and critical thinking. By embracing both the benefits and challenges of generative AI, educators, parents, and students can navigate this new era of learning more effectively, ensuring that technology serves as a valuable complement to human ingenuity rather than a replacement.

“Graduates and students need to recognise the different skill sets, the same as with art or music,” A/Prof. Gribble said. “Can AI produce art and music? It can, but it’s not the same. We need to recognise there’s a place for both – it’s not an either/or; it’s now an ‘and’.”

She advocated for a shift to homework practices that encourage deeper engagement and application of knowledge rather than mere retrieval. “We need to move from asking students just to look something up or write something to get them to do something with what they know,” A/Prof. Gribble said. “I would hope that universities, too, will move on this more participatory way of thinking, ‘how do I demonstrate knowledge?’”

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For instance, she has incorporated the reality of Generative AI in how she assesses students, asking what a student from her class should be able to do with the knowledge obtained there. “We need to understand at the core of a discipline or practice what it is to be able to do that well.”

These shifting priorities mean the next 10 to 15 years will likely be an era in which authenticity is at a premium, A/Prof. Gribble added. That’s why there will always be space and a need for humans in the loop, and why parents and educators should continue fostering the human aspect of education. “It will be about having conversations, coming back to the dinner table and talking about, ‘What did you learn today?’”

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The strategic impact of AI on business transformation

How to innovate responsibly in an era of ai democratisation, why the trade-off narrative in business gets sustainability wrong, leading through change for an inclusive economy and fairer world.

Linda M. Wallinger’s research while affiliated with William & Mary and other places

What is this page, publications (3).

December 2008

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Foreign Language Annals

The purpose of this study was to examine the role of homework in foreign language instruction and learning. The study was conducted through questionnaires, interviews, and quantitative analysis of the amount of homework that foreign language teachers assigned their students. Special attention was given to whether or not homework expectations varied according to the type of schedule that was used for instruction. The study results indicated that foreign language teachers at all levels felt strongly that homework is essential to language teaching and learning. However, the quantity of homework expected in French 1 classes did not vary significantly according to the schedule used for instruction. Most teachers assigned homework as a means for students to practice material that had already been taught in class. Homework in lower‐level classes consisted primarily of rote exercises, whereas homework assignments in upper‐level classes allowed students to integrate and apply the language skills they were learning. However, few teachers did more than simply check that the home‐work was done, placing little emphasis on whether or not the homework had been completed correctly. There was little evidence to indicate that homework either contributed to or detracted from the language‐learning process.

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5 Citations

ABSTRACT  The implementation of block scheduling in many high schools across the United States has caused concern among foreign language teachers. After examining qualitative data that were available on the topic of block scheduling and foreign language learning, the researcher conducted a study wherein she administered end-of-course tests in listening, speaking, reading, and writing to 60 classes of students in French I. These students had been instructed according to one of three schedules: the traditional 6- or 7- period day, the 4times4 block schedule, and the alternating day block schedule. The researcher found that despite students on the traditional schedule having significantly more time for instruction during the course of the year, they did not perform significantly better than the other groups on any of the skills tests. Further data analysis did show, however, that the listening and reading scores of students instructed on the 4times4 schedule fell more frequently in the bottom quartile of the score distribution.

January 2000

The implementation of block scheduling in many high schools across the United States has caused concern among foreign language teachers. After examining qualitative data that Were available on the topic of block scheduling and foreign language learning, the researcher conducted a study wherein she administered end-of-course tests in listening, speaking, reading, and writing to 60 classes of students in French I. These students had been instructed according to one of three schedules: the traditional 6- or 7- period day, the 4 x 4 block schedule, and the alternating day block schedule. The researcher found that despite students on the traditional schedule having significantly move time for instruction during the course of the year, they did not perform significantly better than the other groups on any of the skills tests. Further data analysis did show, however; that the listening and reading scores of students instructed on the 4 x 4 schedule fell move frequently in the bottom quartile of the score distribution.

Citations (3)

... In North Carolina over 75% of the high schools are on some type of block schedule (North Carolina Department of Public Instruction, 2009). The block schedule provided an answer to the call made by school officials to make better use of school time, offering more learning opportunities to students within the school day .css-1xv2a6q{white-space:nowrap;background:var(--sn-colors-yellow-300);-webkit-padding-start:var(--sn-space-1);padding-inline-start:var(--sn-space-1);-webkit-padding-end:var(--sn-space-1);padding-inline-end:var(--sn-space-1);padding-top:var(--sn-space-1);padding-bottom:var(--sn-space-1);} (Wallinger, 2000 ). ... .css-2o6hea{border-width:0;-webkit-align-self:stretch;-ms-flex-item-align:stretch;align-self:stretch;border-color:inherit;width:auto;height:auto;}.css-2o6hea{margin-top:0.5rem;margin-bottom:0.5rem;-webkit-margin-start:0px;margin-inline-start:0px;-webkit-margin-end:0px;margin-inline-end:0px;border-left-width:0;border-bottom-width:1px;} .css-g2amye{display:-webkit-box;display:-webkit-flex;display:-ms-flexbox;display:flex;gap:var(--sn-space-2xs);} .css-1lqm3o8{font-size:12px;line-height:16px;} Reference: .css-luw466{transition-property:var(--sn-transition-property-common);transition-duration:var(--sn-transition-duration-fast);transition-timing-function:var(--sn-transition-easing-ease-out);cursor:pointer;outline:2px solid transparent;outline-offset:2px;color:inherit;font-size:12px;line-height:16px;-webkit-text-decoration:underline;text-decoration:underline;overflow:hidden;text-overflow:ellipsis;display:-webkit-box;-webkit-box-orient:vertical;-webkit-line-clamp:var(--chakra-line-clamp);--chakra-line-clamp:1;word-break:break-word;}.css-luw466:hover,.css-luw466[data-hover]{-webkit-text-decoration:underline;text-decoration:underline;}.css-luw466:focus-visible,.css-luw466[data-focus-visible]{box-shadow:var(--sn-shadows-outline);} Comparison of the effects block and traditional schedules have on the number of students who are proficient on the Biology End-of-Course Test in forty public high schools in the state of North Carolina

• Citing Article

... Andersen (1982) may be one of the earliest proponents of intensely focused learning experiences in lieu of the standard concurrent models where students take multiple courses simultaneously. In many instances, in both K-12 and HE contexts, this is referred to as block scheduling (Wallinger 2000) . In Andersen's (1982) model, students devote three or four hours per day to a course or subject over several weeks: ... Reference: Defining Immersive Learning

... Similarly, Wallinger (2000) examined the role of homework in foreign language teaching and learning by analyzing the amount of homework foreign language teachers assigned to their students. The results showed that foreign language teachers at all levels strongly believed that homework is essential to language teaching and learning. ... Reference: Effects of Homework Policy on EFL Literacy Development in Emergency Remote Learning: A Focus on Academic Self-Regulation

The University of Chicago The Law School

Meet the class: gabryella carrelli, ’27, professional opera singer pivots to the law.

Classically trained opera singer Gabryella Carrelli, ’27, graduated from Texas State University in 2021 with a bachelor's degree in world languages and literature. Though she has been working as a professional opera singer for the last three years, she also has experience working as a paralegal at Tesla, where her focus was immigration. Fluent in three languages and learning a fourth, Carrelli is excited to add “legal expert” to her multiple talents and skills so she can make a difference advocating for immigrant communities, a cause that for her is very personal.

Please describe your background and professional path.

I am an immigrant to the United States and a professional opera singer. I also play the piano and flute and have been training classically since I was five. After graduation from university, I secured a job at an immigration law firm in Austin before starting to work at Tesla.

What key experiences have shaped you?

In 2021, I completed an opera role study of Sister Prejean from the opera Dead Man Walking . This was my first exposure to US legal concepts and was a great bridge for my love of music to the passion I now have for the legal field.

What motivated your decision to go to law school?

The most influential part of my three years of professional experience has been seeing how my work has impacted the lives of others. I am excited to further develop my knowledge of the legal field and necessary legal skills in law school to be the best resource possible for others.

Why did you select the University of Chicago Law School?

In deciding on a law school, I knew I wanted to be in an environment where I would be pushed to be the best student I could be. I am very impressed by the resources UChicago provides its students and the opportunities that I will have because of this university.

What do you plan to do with your legal education?

I am keeping an open mind for my future. I want to continue being challenged in my work and be in a position where I can see the impact my work has on others. I also want to continue some action, even if volunteering, with the immigrant community.

What is the thing you are most looking forward to about being a law student?

I am most excited to be in an environment with other amazing, driven students. I look forward both to being pushed academically alongside my peers and for the connections I will make in law school that will serve as my community in the future.

What are some of your hobbies or interests?

In addition to opera, piano, and the flute, I love baking and cooking. As an Italian/Colombian, food is a huge part of my culture, so I like learning traditional recipes and testing new combinations. I also love language learning and getting a grasp on the grammar rules of different languages.

What is a “fun fact” about you?

I speak three languages fluently (English, Spanish, and French) and am working on my fourth certification (Italian). I am also left-handed and like to ski!

Anything else you’d like to share?

I spent this summer traveling abroad and enjoying time with my family. Traveling and taking cooking classes in other countries is my favorite way to spend the holidays. I am super excited to meet the rest of the Class of 2027!