On the receiving end: feedback literacy for mentees.

Educational development for research supervisors is still a recent phenomenon. Early optional sessions on research supervision have now been replaced, particularly in the UK, continental Europe, and Australasia, by comprehensive and, in some cases, mandatory programs. Yet some of these programs focus solely on the administrative roles and responsibilities of supervisors, attempting to provide technical “fixes” that deny the genuine difficulties and complexities involved in supervision relationships. Some research supervisors resent the intrusion of educational developers into what many of them have regarded as a private pedagogical space. They interpret such programs as further instances of the quality assurance agendas of governments and university administrators, and are justifiably suspicious of what some describe as the colonial underpinnings of educational development. These reactions create tensions for educational developers. This article explores why educational development can be problematic for research supervisors. It then charts some current supervision educational development programs that seek to go beyond administrative interpretations of supervision. Finally, it examines whether the “Compassionate Rigour” supervision program, developed to address these difficulties, manages to respond respectfully and sensitively to supervisors’ educational development needs. Le développement pédagogique des superviseurs de recherches demeure un phénomène récent. Les séances optionnelles portant sur la supervision de recherches de jadis ont été remplacées, particulièrement au Royaume‐Uni et en Australasie, par des programmes approfondis et, parfois, obligatoires. Pourtant, certains de ces programmes se concentrent seulement sur les rôles et les responsabilité des superviseurs au plan administratif, cherchant de la sorte à fournir des ‘trucs’ qui ne tiennent pas compte des difficultés et complexités réelles sous‐jacentes aux relations de supervision. Certains superviseurs de recherches n’apprécient guère l’intrusion des conseillers pédagogiques au sein de ce que d’aucuns considèrent être un espace pédagogique privé. Ils interprètent de tels programmes comme des composantes additionnelles des programmes de maintien de la qualité mis en place par les gouvernements et les administrations universitaires. Ces superviseurs redoutent, à juste titre, ce que d’aucuns décrivent comme les bases coloniales du développement pédagogique. De telles réactions instaurent créent des tensions pour les conseillers pédagogiques. Cet article explore pourquoi le développement pédagogique peut apparaître problématique aux yeux des superviseurs de recherches. Ensuite, il décrit certains programmes actuels de développement pédagogique reliés à la supervision qui cherchent à dépasser les interprétations strictement administratives de la supervision. Finalement, il examine le programme de supervision ‘Compassionate Rigour’, développé dans le but de palier à ces difficultés, pour voir si celui‐ci répond à la fois respectueusement et sensiblement aux besoins des superviseurs en matière de développement pédagogique.

The relationship between a supervisor and a research student can ‘make or break’ the student’s success and pursuit of original contribution to knowledge development. Although the nature of the supervision relationship has evolved over time, studies about supervisor-student relationships have not fully examined the influence of the key factors associated with relational exchange. In this paper, we develop a conceptual model depicting the antecedents of supervisory relationship satisfaction. In developing the current paper, we draw from the extensive relationship marketing literature and are inspired by the relational model of focal sponsorship exchange by Farrelly and Quester (2005). Our arguments are also supported by a comprehensive reflection of the research supervision relationship between Professor Pascale Quester and the first author of this paper, as well as that between the second author and his supervisor. We argue that supervisor’s trust and commitment in the relationship are two key drivers of student’s and supervisor’s satisfaction with the relationship. We also propose congruence moderates these key relationships such that the relationship is stronger with higher congruence.

This article is the third in a series exploring the research supervision relationship. In the first two articles, the authors presented an introduction to the mentor-mentee relationship and presented some of the trickier conceptual issues involved in supporting academic writing. In this article, the authors turn to the more practical question of concrete ways by which mentors can effectively provide useful feedback to mentees about their written work.

This dissertation introduces and analyzes a critical multicultural pedagogical approach to the introductory linguistics course focused on the introduction to the main levels of analysis within linguistics (phonetics, phonology, syntax, semantics, and pragmatics) in the context of standardized English; a nonstandardized English language variety, African American English (AAE); and a World English, Indian English (IE). The approach, which is based on the tenets of critical pedagogy and multicultural education, is centered on language variation and intended for K-12 future language arts teachers (and writing instructors at the college level) with the goal to teach them how to develop linguistically informed curriculum at the K-12 level and beyond.The course starts with an introduction to the origins of language, properties of human language, and a subsequent comparison of these properties with animal communication systems. Then, the focus shifts to the main historical periods of the English language and language change throughout these periods, followed by such topics as globalization of English, English language variation in the U.S., and the origin and some distinctive linguistic features of African American English (first brief introduction to the variety). The course further centers on the study of the main branches of linguistic analysis, which allows for a more detailed description of the prominent linguistic and paralinguistic features of AAE (and IE). The course further takes a sociolinguistic approach and explores the issues of language variation, standard language ideology, and language subordination. The last but no less important part of the curriculum is an introduction of the teaching strategies on how to compare and contrast oral and written standardized English with nonstandardized Englishes so that teachers know how to educate K-12 students on the linguistic structure of both varieties, bring awareness about the legitimacy of English language varieties, and guide students on how to communicate effectively with respect to register, context, purpose, and audience. The research findings suggest that my critical multicultural pedagogical approach and course design were instrumental in the development of students’ positive perceptions towards language variation as the result of the scientific study of the linguistic structure of both standardized and nonstandardized Englishes and the examination of linguistic prejudice and injustice in society. In fact, as a result of this examination, the students brought up the question of fair assessment practices in language arts classes, practices that address the needs of linguistically and culturally diverse K-12 students. This inquiry by the students led to

This accessible textbook offers students the opportunity to explore for themselves a wide range of sociolinguistic issues relating to the French language and its role in societies around the world. It is written for undergraduate students who have a sound practical knowledge of French but who has little or no knowledge of linguistics or sociolinguistics. It combines text with practical exercises and discussion questions to stimulate readers to think for themselves and to tackle specific problems.In Part One Rodney Ball looks at the diversity of the French-speaking world and the function of French in particular countries and regions, including Switzerland, Belgium and Canada. He explores its status in relation to other languages and its role in intercommunity relations. In Part Two the focus shifts to individual language features and among topics explored are regional speech forms, the differences between written and spoken French, the `social meaning' of different styles and levels of language, and French used by immigrants. Part Three looks at recent developments in the French language particularly in France itself.Key features of this book:* Informative and comprehensive: covers a wide range of current issues* Practical: contains a variety of graded exercises and tasks plus an index of terms* Topical and contemporary: deals with current situations and provides up-to-date illustrative material* Thought-provoking: encourages students to reflect and research for themselvesRodney Ball is a lecturer in French in the School of Modern Languages, Southampton University. He teaches General Linguistics and French Sociolinguistics, on which he has published a number of articles, and is involved in designing practical courses.

In Malaysia, prolonged unemployment following graduation has resulted in a growing interest among medical graduates in pursuing postgraduate research. This article offers educational resources in the form of 12 tips for medical graduates who plan to pursue a postgraduate science degree and their supervisors. It emphasises the reciprocal mentor–mentee relationship in the academic pursuit of a research project. This article is based on the author's personal experience of enrolment in a Master of Science (MSc) degree immediately upon completing the Doctor of Medicine programme combined with relevant educational theories. The 12 tips are arranged according to study progression from enrolment decision to the implementation of the research project. The author addresses the frequently asked questions of medical graduates. A learner-centred approach to research supervision is advocated. The educational challenges faced by research supervisors are discussed and approaches presented that may inform teaching efficacy to promote the agency of research supervisors. Pursuing a postgraduate research degree is a growing trend among new medical graduates in Malaysia. This article collates available literature and the author’s critical reflection to provide a practical framework that caters to the lack of formal educational resources specific to medical graduates in the MSc programme.