ABSTRACT
Chapter 6 is concerned with how to provide clear and meaningful corrective feedback so that it engages immersion and dual language (ImDL) students as active participants and benefits their continued growth in the minority language. Drawing on classroom-based research, the chapter outlines various types of corrective feedback (i.e., explicit correction, recasts, and prompts) and discusses their variable effects. The chapter aims to increase teachers’ awareness of different types of corrective feedback so they can move away from overusing recasts at the expense of other types of corrective feedback. The purpose of the chapter is to support teachers in making informed decisions about how to selectively and effectively use a range of corrective feedback types as a means to scaffold classroom interaction.
