The debate on the role of oral corrective feedback or "repair" in English instruction settings has been going on for over 30 years. Some educators believe that oral grammar correction is effective because they have noticed that students who learned a set of grammar rules were more likely to use them in real life communication (Krashen, 1985; Ming-chu & Hungchun, 2009). Other researchers found quite the opposite. Their findings revealed that oral grammar correction did not always help students learn to speak grammatically (Truscott, 1996, 1999; Krashen, 1982); instead, grammar correction interfered with meaning making. Some of the students who are often negatively affected by corrective feedback are minority students. African American vernacular English and Chicano English are often referred to as "broken" Englishes or "improper" talk. Asato (2006) noted that such ideologies of intelligence concerning non-standard English varieties have serious consequences for the speakers, particularly for children in schools. Minority children experience many difficulties in school that can be re-framed as the results of cultural and linguistic "mismatchs" between the school and home (Banks, 2001). This raises the question of whether or not to classify the the forms of English that linguistic minority children speak as distinctly separate languages? Or are they dialects of English? Just what is a language? The problems of defining these non standard varieties impede the creation of strong policy agendas. Rather than abandoning reading aloud and oral practices altogether, these authors offer an alternative instructional coaching model. In this coaching instructional model, the orientation of feedback is supportive, timely, nonjudgmental, and aimed at learning. In this model form-teaching and meaning-focus instruction are not dichotomous. In this coaching model grammar is taught in meaningful and communicative way. In this article the authors define content learning as the opportunities students have to learn language and content-related material. In contrast, social-emotional learning (SEL) deals with the process by which we learn to recognize our emotions, make good decisions, and develop positive relationships (Elias, et al, 1997). There are five main SEL competencies. These can be found on the Collaborative for Academic and Social-Emotional Learning (CASEL) website and they are as follows: (1) Self-management; (2) Self-awareness; (3) Responsible decision-making; (4) Relationship skills; and (5) Social awareness.