Negotiating Peer Feedback as a Reciprocal Learning Tool for Adolescent Multilingual Learners

• In Event: 35.076 - Writing Practices and Digital Literacies in Multilingual Settings

Abstract

This qualitative study investigates peer feedback among adolescent English and Spanish learners writing together in an extracurricular bilingual literacy program. Data sources include audio recordings, writing revision history on Google documents and interviews. Drawing upon Vygotsky sociocultural theory and Garcia’s (2009) theory of dynamic bilingualism, this study reveals the complexity of peer interaction, feedback processes, and the potential for mutual growth. The use of translanguaging, direct, indirect, and conversational feedback acts expanded opportunities for learning as linguistically diverse peers were engaged in metalinguistic discussions, text co-construction and language experiments. This study contributes to a new understanding of peer feedback as pedagogical praxis that aims for educational equity by leveraging the cultural and linguistic resources students bring to school.

Authors

• Pei-Jie Jenny Chen, University of Maryland - College Park

• Melinda E. Martin-Beltran, University of Maryland - College Park

• Natalia Guzman, University of Maryland - College Park

• Kayra Alvarado Merrills, University of Maryland