This study investigates the occurrence of corrective feedback and uptake in child ESOL classes. Transcripts of 8.1 hours of lessons in 6 ESOL classes in a New Zealand primary school were analysed to explore the relationship between errors, feedback, and uptake. The results revealed that there was a clear preference for recasts and explicit…

The investigator compared the linguistic characteristics of Spanish and English language samples taken from English language learners (ELLs) diagnosed with an academic learning disability (LD) and ELLs in general education to determine if the errors and characteristics of their language use differ. There was a statistically significant difference…

In light of a recent revelation that Gersten (1985) included erroneous information on one of two programs for English Language Learners (ELLs), the authors re-calculate results of their earlier meta-analysis of program effectiveness studies for ELLs in which Gersten's studies had behaved as outliers (Rolstad, Mahoney & Glass, 2005). The correction…