Translanguaging practices come into play in social interactions between bilinguals when they are making use of all their shared linguistic resources and blending their languages in natural ways. Stemming from these practices is translanguaging pedagogy, which is designed so that students in school-based additive bilingual programs can benefit from…

This article recounts three studies that portray an evolution from research examining the effects of researcher-designed instructional interventions to research examining the impact of helping teachers to design their own instructional interventions. Study 1 investigated the effects of an instructional treatment designed by the research team on…

This study compares the frequency and distribution of different types of corrective feedback (CF) (recasts, prompts and explicit correction) and learner uptake in 43 hours of classroom interaction at the 4th-5th grade level across three instructional settings: (1) two content and language integrated learning (CLIL) classrooms in Spain with English…

The present study was carried out in French immersion classrooms in an urban Quebec school board that is increasingly characterised by the heterogeneity of its French-dominant, English-dominant, and French/English bilingual student population. The study explored the extent to which a bilingual read-aloud project would (1) raise teachers' awareness…

This comparative analysis of teacher-student interaction in two different instructional settings at the elementary-school level (18.3 hr in French immersion and 14.8 hr Japanese immersion) investigates the immediate effects of explicit correction, recasts, and prompts on learner uptake and repair. The results clearly show a predominant provision…

Presents a study of the relationships among error types, feedback types, and immediate learner repair in four French immersion classrooms at the elementary level. The database is drawn from transcripts of audiotape recordings of 13 French language-arts lessons and 14 subject-matter lessons totaling 18.3 hours and including 921 error sequences.…

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…

Investigated specific patterns for a reactive approach to form-focused instruction: corrective feedback and its relationship to error types and immediate learner repair. Data is drawn from transcripts of audio recordings made in four French immersion classrooms at the elementary level, totaling 18.3 hours and including 921 error sequences.…

Describes weaknesses in the sociolinguistic competence of second-language (L2) learners as documented by research in immersion contexts. The article discusses findings with reference to adolescent native speakers' use of question forms, conditionals, and second-person pronouns across two levels of formality in written and oral productions. (48…

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)

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…

Examined corrective feedback and learner response to feedback in four primary level immersion classes. Transcripts of classroom interactions from subject-matter and French language arts lessons were analyzed using a model comprising the various moves in an error treatment sequence. Findings reveal a strong tendency for teachers to use recasts…

Errors in the spoken French of immersion students, reflecting a fossilized interlanguage and language transfer, are attributed to an erroneous assumption underlying immersion instruction: that students acquire the second language in the same way they acquire their native language. An improved syllabus aimed at second-language learners is…

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'…