Feedback is essential for students’ learning and development and is a vital aspect of teachers’ educational practice, but too often, feedback isn’t used to its full potential, leaving students feeling dissatisfied and teachers frustrated.
Developing Intercultural Feedback Literacy in Higher Education explores current thinking around what it means to be feedback literate from student and teacher perspectives and pays particular attention to the linguistic and cultural factors that affect feedback interactions. Drawing on empirical data and the wider literature on feedback, culture, and intercultural competence, this book brings together current understandings of student and teacher feedback literacy to propose a new concept and a theoretical model of intercultural feedback literacy. Grounded in evidence, but with a clear focus on practice, this book offers:
- insights into how culture affects students’ and teachers’ conceptualisations and experiences of feedback.
- examples of how greater awareness of language and linguistic considerations can help to facilitate more productive feedback interactions;
- evidence that intercultural competence is a vital component in successful feedback dialogues;
- a new theoretical concept and a model of intercultural feedback literacy; and
- practical suggestions to make feedback practices more culturally and linguistically inclusive.
This book will be of particular interest to teachers and educational developers in higher education as well as researchers and postgraduate students in the field of feedback and assessment.
Table of Contents:
Acknowledgments
Introduction
Part 1 The theory
Chapter 1: Applying a cultural lens to feedback practice
Chapter 2: Defining intercultural competence
Chapter 3: The link between feedback and culture
Chapter 4: Intercultural feedback literacy
Part 2 Research
Chapter 5: How language reflects practice – zooming in on international students’ feedback experiences
Chapter 6: International teaching staff and their feedback histories
Chapter 7: Language, culture, and feedback
Part 3 Practice
Chapter 8: Approaches to developing intercultural feedback literacy
Chapter 9: AI as a cultural mediator in feedback
Conclusions
About the Author :
Monika Pazio Rossiter is a Principal Teaching Fellow in Educational Development in the Centre for Higher Education Research and Scholarship (CHERS) at Imperial College London, UK. She is the director of the MEd in University Learning and Teaching. Her research interests centre around the role of culture in feedback and assessment practices and experiences.
Richard Bale is Director of Academic Development and Research at the University of Law, UK. He has a PhD in interpreter education and is interested in cultural and linguistic factors in learning and teaching. He is the author of Teaching with Confidence in Higher Education: Applying Strategies from the Performing Arts and the co-author of Introduction to University Teaching.
