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.
Feedback is vital to learning but often falls short. This book explores how cultural and linguistic factors shape feedback in higher education. Drawing on research, it introduces a model of intercultural feedback literacy and offers practical guidance for more inclusive, effective feedback practices.
