Preservice Teachers' Perceptions of Useful and Appropriate Feedback to English Learner Writers

• In Event: Fairmont Roundtable Session Fourteen
  In Roundtable Session: Preservice Teachers' Beliefs, Identity, and Knowledge (Table 10)

Abstract

Delivering “useful feedback, appropriate to the writer and the situation” is essential professional knowledge for teachers of writing, with added complexity for teachers of English Learners (ELs). This qualitative discourse analysis examined discussion posts made by preservice teachers (PSTs) to the Student Writing Archive Project (an online database of student writing and teacher feedback for use in teaching-methods courses) to determine what they considered to be ‘useful’ and ‘appropriate’ feedback for ELs and whether these considerations are consistent with linguistically responsive teaching (LRT). PSTs aligned with LRT principles in identifying the usefulness of writer-focused, future-oriented feedback; however, their comments also revealed a focus on inappropriate grammatical error correction, as well as misunderstandings about second language development inconsistent with LRT.

Authors

• Meghan Odsliv Bratkovich, University of South Florida - Tampa
  Presenting Author

• Michael B. Sherry, University of South Florida
  Presenting Author

• Homood Alharbi, University of South Florida - Tampa
  Presenting Author