Interested in how teachers correct errors in language immersion classrooms? This research examines corrective feedback and learner uptake in primary-level immersion settings, offering a nuanced look at error treatment sequences. The study investigates the effectiveness of different feedback types and their impact on student-generated repair during subject-matter and French language arts lessons. The findings show that, while recasts are frequently used, they are less effective than other strategies in eliciting student participation and repair. Based on an analysis of 18.3 hours of classroom interaction, the research identifies six different feedback types employed by teachers. These include elicitation, metalinguistic feedback, clarification requests, and repetition, all of which are shown to lead to more successful student-generated repair. The study contrasts these approaches with recasts, which, despite their prevalence, often fail to engage students in the negotiation of form. This research provides insights into optimizing language teaching practices in immersion classrooms. By highlighting the effectiveness of elicitation and other interactive feedback methods, the authors suggest strategies for fostering deeper student engagement and promoting more meaningful language acquisition. The implications of this study extend to teacher training and curriculum development, encouraging a shift towards more student-centered approaches to error correction.
This article fits within the scope of Studies in Second Language Acquisition by exploring the effectiveness of different feedback types in language learning. The focus on corrective feedback and learner uptake aligns with the journal's emphasis on empirical research and theoretical advancements in second language acquisition.