This paper explores the role of negotiation in teacher-student interaction and argues that the negotiation of meaning, defined as a set of conversational moves which work toward mutual comprehension, is too narrow a construct to fulfil its pedagogical potential in teacher-student interaction in communicative and content-based second language (L2)…

Using the Communicative Orientation of Language Teaching (COLT) observation theme, this study compares the second-language-learning environments of elementary-level students of French in four submersion and four immersion classrooms in Montreal, Canada. Results indicate clear differences between the two environments. (Author/VWL)

Qualitative analyses of teacher-student interaction recorded during subject-matter lessons in Grade 4 French immersion classrooms indicate that language form is often out of focus in immersion classroom discourse. Discusses pedagogical implications of research findings related to corrective feedback. (Author/VWL)

A set of functional-analytic materials, entailing the study and practice of sociostylistic variation, was implemented in three eighth-grade French immersion (FI) classrooms by their respective teachers during French language arts classes over a five-week period. Pre- and posttests indicate that functional-analytic teaching improved FI students'…