Language teachers often complain that they are becoming “composition slaves” (Hairston 1986) spending an inordinate amount of work on giving feedback on students' texts. This might be particularly true of L2 teachers as several studies indicate that students prefer teacher feedback to peer feedback, particularly in L2 learning (Zhang; Hyland). While the ultimate goal of teacher-written feedback is an independent and self-regulating, the risk of “over-dependence on teacher feedback lower[ing] the students’ initiative” (Miao, Badger, and Zhen) looms large. This paper probes the limits and implications of teacher feedback focusing on the question of whether teacher feedback generates dependent students. Through a discussion of three cases, we ask: when does feedback go from being constructive to impeding development of independence? This idea of dependence is further considered in relation to current debates about the rise of “therapeutic education” in which students are discussed in terms of “vulnerability” (Füredi; Ecclestone and Hayes). We conclude by suggesting that the challenge for teachers is not to assume the role of therapists but to encourage reflective education through clarity about academic goals, and making explicit the crucial role of autonomy for successful student progression — in and beyond the university setting.
|Status||Publicerad - 2014|
|Evenemang||Text Analysis Symposium, Kristianstad University, April 14 – 15, 2014 - |
Varaktighet: 2014-apr.-14 → 2014-apr.-15
|Konferens||Text Analysis Symposium, Kristianstad University, April 14 – 15, 2014|
|Period||14-04-14 → 14-04-15|
- Pedagogiskt arbete (50304)