In this paper, I focus on a prevalent and controversial practice in English instruction, namely corrective feedback or repair. While the pros and cons of this practice have been rigorously debated by language scholars for many years, the issue is mostly approached from a cognitive point of view with the focus being on the individual learner and their subsequent language development (or lack thereof depending on the perspective). The debate rarely focuses on the underlying beliefs and assumptions that mediate the practice (that is, language ideologies); furthermore, there is little attention paid to the socio-cultural context of corrective feedback and, more importantly, the affective and relational aspects through which we interpret corrective practices and repair. After highlighting some of the critical scholarly, theoretical, and ethical considerations surrounding this practice, I draw on case-study data collected in an urban, elementary language arts classroom to present an alternative model of corrective feedback and repair in English learner contexts. I argue for a more robust and critical view of corrective feedback and repair especially in a national context where restrictive language policies and mandated curricula are enacted. Ms. Ramirez strategically organises English language learning based on effective principles of corrective feedback (Ellis, 2004) through non-restrictive language ideologies, socio-cultural tenets of language, and building solidarity and confianza with students. (Contains 1 table and 1 footnote.)