Responsive Feedback for Emergent Bilingual Students

• In Event: Student Experiences With Classroom Assessment

Abstract

Different authors have identified characteristics of effective feedback; however, they miss considering the contributions of the culturally responsive teaching (CRT) framework. Through a qualitative research methodology and drawing on the CRT, this study explores how feedback that embraces linguistic and cultural heritage affects emergent bilingual students' uptake of feedback. Eight Latino students between 12 and 15 years old reviewed four examples of teachers’ feedback on two assignments and shared their perspectives through a semi-structured interview. Findings show that feedback more responsive to students' linguistic and cultural knowledge is more likely to be used. This paper is offered as a contribution to a deeper understanding of the characteristics of effective feedback considering the diverse student population.

Authors

• Valeria Carolina Zunino-Edelsberg, University of California - Davis
  Presenting Author

• Megan E. Welsh, University of California - Davis
  Non-Presenting Author