Repair con Cariño: A Language Ideological Study of Corrective Feedback With Latino English Learners

• In Event: Poster Session 11
  In Poster Session: Bilingual Education Research: Theory, Policy, and Practice Poster Session

Abstract

In this paper, I focus on a prevalent and controversial practice in English instruction, namely corrective feedback or repair. The debate rarely focuses on the underlying beliefs and assumptions that mediate the practice (i.e. language ideologies); furthermore, there is little attention paid to the broader context of corrective feedback and, more importantly, the affective and relational factors through which we interpret corrective practices and repair. In this study I draw on discourse data collected in an urban, middle school humanities core class (language arts and social studies) classroom to show how one teacher’s practice embodies progressive principles of corrective feedback and repair through engendering a classroom culture based on authentic care (cariño) and a language ideology oriented toward meaning making.

Author

• Aria Razfar, University of Illinois at Chicago