Publications
17 results found
Bale R, Pazio Rossiter M, 2023, The role of cultural and linguistic factors in shaping feedback practices: the perspectives of international higher education teaching staff, Journal of Further and Higher Education, Vol: 47, Pages: 810-821, ISSN: 0309-877X
Pazio Rossiter M, Bale R, 2023, Cultural and linguistic dimensions of feedback: A model of intercultural feedback literacy, Innovations in Education and Teaching International, Vol: 60, Pages: 368-378, ISSN: 1470-3297
Universities around the world are attracting students and educators from increasingly diverse cultural and linguistic backgrounds, which presents an exciting but complex context in which teaching and learning activities take place. An important aspect of educational practice is feedback, but there is evidence that there is often dissatisfaction among students about the feedback practices they experience. We argue that this situation is exacerbated by the lack of attention that has been paid to cultural and linguistic factors in feedback processes, particularly in highly internationalised institutions. We begin by exploring the complex concepts of culture and intercultural competence before providing an overview of some of the recent work on feedback literacy from student and teacher perspectives. We then make the case for an intercultural dimension, introducing the concept of intercultural feedback literacy. We conclude by presenting a model of how aspects of intercultural competence can enhance the practices of feedback literate students and teachers.
Bale R, Anderson M, 2022, Teacher identities of graduate teaching assistants: how we (De)legitimise GTAs’ role identities, Teaching in Higher Education, Pages: 1-16, ISSN: 1356-2517
Bale R, 2022, Developing adaptive expertise: what can we learn from improvisation and the performing arts?, Developing Expertise for Teaching in Higher Education:Practical Ideas for Professional Learning and Development, Editors: King, London, Publisher: Routledge
Bale R, Seabrook M, 2021, Introduction to University Teaching, Publisher: SAGE, ISBN: 9781529773392
The essential guide to teaching and learning in higher education for anyone in teaching and learning support roles at university, including early career academics, postgraduate researchers and graduate teaching assistants.
Ippolito K, Boyd N, Bale R, et al., 2020, Emotions as pedagogical tools: the role for educational developers in university learning and beyond, ETH Learning and Teaching Journal, Vol: 2, Pages: 322-326, ISSN: 2624-7992
Bale R, Moran H, 2020, Reflections on peer facilitation of graduate teaching assistant training, Journal of Perspectives in Applied Academic Practice, Vol: 8, Pages: 157-162, ISSN: 2051-9788
This paper outlines a recently designed programme of training for graduate teaching assistants (GTAs), focusing on peer elements embedded in the programme. In particular, we describe our approach to co-facilitation of training, with sessions facilitated by the GTA programme lead and an experienced Peer GTA. Peer GTAs have at least one year of teaching experience and are able to provide practical, contextualised and discipline-specific input, which helps to address the challenge of balancing generic and discipline-specific training in GTA programmes. We describe a small case study of co-facilitation and reflect on the benefits of this approach for new GTAs and for the Peer GTAs themselves. The paper is co-authored by the GTA programme lead and a Peer GTA, who provides first-hand reflections on her experiences.
Bale R, 2020, Teaching With Confidence in Higher Education Applying Strategies from the Performing Arts, Publisher: Routledge, ISBN: 9780367193638
Encouraging the creation of inclusive learning experiences which place the student centre stage, the book offers insights into how this can be achieved through performative techniques.
Bale R, 2019, Students as partners in modern languages: An evaluation of student teaching assistants in an institution-wide language programme, New Pathways in Foreign Language Teaching and Learning in Higher Education, Editors: Galani, Tseligka, Pages: 7-20, ISBN: 978-960-233-248-1
Bale RJ, Ehrensberger-Dow M, Pescia De Lellis L, 2017, Swiss energy policy in translation, Energiediskurs in der Schweiz, Editors: Kleinberger, Rosenberger, Bern, Publisher: Peter Lang, ISBN: 978-3-0343-2580-6
Bale RJ, 2017, STA(r)s in the classroom: supporting collaborative learning with Student Teaching Assistants, Innovative Teaching and Learning in Higher Education, Editors: Branch, Hayes, Hørsted, Nygaard, Publisher: Libri
Hayes S, Bale RJ, Bhoola T, et al., 2017, Innovative teaching and learning practices using student partnerships, Innovative Teaching and Learning in Higher Education, Editors: Branch, Hayes, Hørsted, Nygaard, Publisher: Libri
Bale RJ, 2016, Online to on stage: towards a performative approach to interpreter education, Scenario, Vol: 10, Pages: 8-21, ISSN: 1649-8526
Spoken language interpreting is a complex task involving comprehension of a source language message and subsequent production of this in the target language, all of which happens at a fast pace and often in front of an audience. Building on research conducted in language learning and drama-based pedagogies, this paper takes stock of recent technological developments in interpreter education, and proposes that a renewed focus on the interpreter as a language user and as a performer is necessary.
Bale RJ, 2016, Promoting learner autonomy through spoken corpora, International Journal of Linguistics and Applied Linguistics, Vol: 5, Pages: 121-143, ISSN: 1689-7765
Jekat S, Prontera D, Bale RJ, 2015, On the perception of audio description: developing a model to compare films and their audio described versions, Transkom: Zeitschrift für Translationswissenschaft und Fachkommunikation, Vol: 8, Pages: 446-464, ISSN: 1867-4844
Bale R, 2015, An evaluation of spoken corpus‐based resources in undergraduate interpreter training, International Journal of Applied Linguistics, Vol: 25, Pages: 23-45, ISSN: 0802-6106
<jats:p>The use of corpus‐based materials in language learning and translator training has gained momentum in recent years. Based on the assumption that the exploitation of such resources can be extended to the field of interpreter education, this paper presents the findings from four case studies, in which the <jats:styled-content style="fixed-case">BACKBONE</jats:styled-content> corpus was used in the training of undergraduate interpreting students. During each study, students were asked to indicate how they had used the materials and to express their opinions about the resources from a user‐perspective. The paper provides an evaluation of the materials and suggests methods of exploiting spoken corpus‐based resources in the undergraduate interpreting context.</jats:p>
Bale R, 2013, Undergraduate Consecutive Interpreting and Lexical Knowledge, The Interpreter and Translator Trainer, Vol: 7, Pages: 27-50, ISSN: 1750-399X
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