Negotiating peer feedback as a reciprocal learning tool for adolescent multilingual learners

Authors

  • Melinda Martin-Beltrán University of Maryland
  • Pei-Jie Chen University of Maryland
  • Natalia Guzman University of Maryland

DOI:

https://doi.org/10.1558/wap.29647

Keywords:

Peer feedback, Translanguaging, Multilingual writers, English learners, literacy

Abstract

This qualitative study investigates peer feedback among adolescent English and Spanish learners writing together in an extracurricular bilingual literacy program. Data sources include audio recordings, writing revision history on Google documents and interviews. This study reveals the complexity of peer interaction, feedback processes, and the potential for mutual growth. Oriented by Speech Act Theory (Austin, 1962; Searle, 1969) and informed by the concept of languaging (Mercer, 2004; Swain, 2006), this study conceptualizes peer feedback as acts that students take to mediate the thinking, writing, and communication processes while working together on a language autobiography. Findings show that students strategically used dynamic feedback acts mediating the writing and revising process, such as 'Ask questions', 'Give information', 'Make corrections'. We also found the use of translanguaging in the feedback acts expanded opportunities for learning as linguistically diverse peers were engaged in metalinguistic discussions, text co-construction, and language experiments. This study contributes to a new understanding of peer feedback which leverages the cultural and linguistic resources students bring to school.

Author Biographies

Melinda Martin-Beltrán, University of Maryland

Melinda Martin-Beltrán is Associate Professor at the Department of Teaching and Learning, Policy and Leadership at the University of Maryland, College Park, MD, USA.

Pei-Jie Chen, University of Maryland

Pei-Jie Chan is a Postdoctoral Research Fellow at the Department of Teaching and Learning, Policy and Leadership at the University of Maryland, College Park, MD, USA.

Natalia Guzman, University of Maryland

Natalia Guzman is a Doctoral Candidate at the Department of Teaching and Learning, Policy and Leadership at the University of Maryland, College Park, MD, USA.

Published

2018-09-24

How to Cite

Martin-Beltrán, M., Chen, P.-J., & Guzman, N. (2018). Negotiating peer feedback as a reciprocal learning tool for adolescent multilingual learners. Writing & Pedagogy, 10(1-2), 1-29. https://doi.org/10.1558/wap.29647

Issue

Section

Research Matters