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Cultural and linguistic dimensions of feedback: A model of intercultural feedback literacy

Title: Cultural and linguistic dimensions of feedback: A model of intercultural feedback literacy
Authors: Pazio Rossiter, M
Bale, R
Item Type: Journal Article
Abstract: Universities around the world are attracting students and educators from increasingly diverse cultural and linguistic backgrounds, which presents an exciting but complex context in which teaching and learning activities take place. An important aspect of educational practice is feedback, but there is evidence that there is often dissatisfaction among students about the feedback practices they experience. We argue that this situation is exacerbated by the lack of attention that has been paid to cultural and linguistic factors in feedback processes, particularly in highly internationalised institutions. We begin by exploring the complex concepts of culture and intercultural competence before providing an overview of some of the recent work on feedback literacy from student and teacher perspectives. We then make the case for an intercultural dimension, introducing the concept of intercultural feedback literacy. We conclude by presenting a model of how aspects of intercultural competence can enhance the practices of feedback literate students and teachers.
Issue Date: 6-Feb-2023
Date of Acceptance: 1-Feb-2023
URI: http://hdl.handle.net/10044/1/102081
DOI: 10.1080/14703297.2023.2175017
ISSN: 1470-3297
Publisher: Informa UK Limited
Start Page: 368
End Page: 378
Journal / Book Title: Innovations in Education and Teaching International
Volume: 60
Issue: 3
Copyright Statement: © 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Publication Status: Published
Online Publication Date: 2023-02-06
Appears in Collections:Central Faculty



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