The Value of Feedback in Translanguaging: Students’ Insights From an English Language Course at Londrina State University

Abstract

explorar o valor do feedback na teoria da translinguagem no ensino superior, especificamente em uma disciplina acadêmica na Universidade Estadual de Londrina no Paraná. O uso de uma única discussão em grupo focal, como coleta de dados, e da Análise Temática para codificação permitiram ao pesquisador identificar temas para a descrição de ideias implícitas e explícitas nos dados. Os resultados mostraram que os alunos valorizam o feedback em três temáticas principais. O feedback foi avaliado como uma tarefa estabelecida pelo professor, com objetivos claros. Tais objetivos posicionaram o feedback como uma diretriz para os alunos internalizarem seu próprio aprendizado. Finalmente, ter um ambiente de colaboração em que eles se sentissem motivados a assumir riscos acadêmicos também foi percebido como valioso.

El impacto del Washback en la evaluación de las habilidades del idioma inglés en la educación superior en Nicaragua

“…Este enfoque enfatiza la importancia de que el alumno comprenda los objetivos de aprendizaje. El alumno debe comprender el propósito de la retroalimentación proporcionada para que sea eficaz (Gomez, 2020).…”

A Wild Animal Inside My House: An Analysis of the Children’s Picturebook Svenn the Otter and the Magic Rock by Espen Villseth and Anita Sletten

“…Skulstad (2018) has analyzed textbook tasks, calling for a new understanding of communicative competence that includes multimodality. In English language education, communicative competence ought to be focused on the speaker's social performance in terms of language use, using various resources such as discourse, images or texts (Gomez, 2020). In relation to cultural representation, Lund (2016) and Waallann-Brown and Habegger-Conti (2017) have investigated textbook images, finding a tendency to stereotype indigenous peoples as primitive.…”

“…In terms of language teaching, the field has been altered due to transmutations with regard to the concept of language, as language is less and less interpreted as an immovable autonomous system. With the interaction of people using different resources for communication, the sociocultural use of language is in a constant state of evaluation and transformation (Gomez, 2020). Traditionally, oral and written speech continues to be essential in any situation of social communication.…”

Saudi EFL Students’ Perceptions of Pedagogical Translanguaging in English Medium Instruction

“…Canagarajah, 2011;Cenoz & Gorter, 2022;Lasagabaster & Doiz, 2020;Muguruza et al, 2020;Vogel & García, 2017), hinders students' comprehension of the cognitive complexity of disciplinary knowledge and vocabulary that exists in their fields, arguing for incorporating pedagogical translanguaging into language classrooms (Alhamami, 2021;Al-Kahtany et al, 2016;Elashhab, 2020;Louber & Troudi, 2019;Muguruza et al, 2020). Translanguaging, in an educational context, refers to teachers' strategic and purposeful use of learners' languages, allowing them to scaffold learning by making use of learners' full linguistic repertoires in which their languages are stored collectively (Barahona, 2020;Gomez, 2020;Wei, 2018).…”