Denna reflektion utgår ifrån ett formativt arbetssätt som tillämpas i en av programkurserna på lärarutbildningen. Arbetssättet baseras på iakttagelser som har gjorts i den aktuella kursen där merparten av studenterna är andraspråksinlärare. Med tanke på breddad rekrytering i högre utbildning kan detta arbetssätt med fördel användas även i andra kurser och studentgrupper. Inledningsvis presenteras det formativa arbetssättet i den aktuella kursen. Därefter analyseras det med hjälp av Hoels (2012) responsmodell samt Matsudas och Cox (2011) föreslagna strategier för bedömning av andraspråkinlärares texter. Slutsatsen som dras är att olika typer av respons uppfyller olika funktioner och att universitetslärare i mötet med studenter bör adressera responsen utifrån responsens olika funktioner i syfte att främja ett livslångt lärande och språkutveckling hos alla studenter. 

This reflection is based on a formative method that is applied in one of the program courses in the teacher education program. The working method is based on observations that have been made in the current course in which the majority of students are second language learners. In view of broadened recruitment in higher education, this method of working can also be used in other courses and student groups. Initially, the formative working method in the current course is presented. It is then analyzed using Hoel's (2012) response model and Matsuda and Cox's (2011) proposed strategies for assessing second language learners' texts. The conclusion that is drawn is that different types of response fulfill different functions and that university teachers in the meeting with students should address the response based on the different functions of the response to promote lifelong learning and language development in all students.

The study aims to highlight learning processes in a drama- and language-integrated university course. The theoretical framework for the study is the theory of multimodal design for learning (Selander & Kress, 2021). According to this theory, the teacher designs for students’ learning, the students design and represent their learning as a final product and between these processes, there is a dividing line. The data consists of classroom observations in the drama classroom, field notes, audiotaped tutorials, and discussions that the students have both in the student group and with the drama teacher, written submissions of the students’ drafts, and the drama teacher’s oral and written feedback. The results show that learning appears through several micro-processes of understanding, interpreting, designing, discussing, reflecting, and performing, and not just a final product. The results also show that the feedback the students get from the drama teacher and other students supports their learning.