Descriptive studies in four elementary school French immersion classrooms investigated the negotiation of form in classroom discourse. Four interactional moves that encourage peer- and self-repair and draw attention to non-target output were examined. Found that recasts, the most common form of corrective feedback, can not lead to peer- or…

Examines aspects of communicative classroom discourse that may affect the potential of recasts to be noticed as negative evidence by young second-language learners. The database comprises transcripts of over 18 hours of interaction recorded during 27 lessons in four immersion classrooms at the primary level. (Author/JL)

It is proposed that negotiation of form can be effective in language immersion instruction. Students are pushed to produce ever more accurate and appropriate utterances, drawing on their own sociolinguistic resources. Examples are provided from an eighth-grade classroom where the teacher uses feedback, questioning, discussion, and…

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)