Abstract
This study is based on the comparison between two Content and Language Integrated Learning (CLIL) contexts – in Madrid, Spain and in Hanoi, Vietnam – with a focus on teachers’ use of oral corrective feedback in classroom interaction at the primary school level. The model of corrective feedback (CF) developed by Lyster and Ranta (1997) and reproduced in Lyster and Mori (2006) was adapted for the analysis of teachers’ CF on errors of form and learners’ uptake. Participants of the study include three Spanish-native teachers in three bilingual schools in Madrid and four Vietnamese-native teachers in two bilingual schools in Hanoi, all at the primary school level. All classroom data was collected in CLIL natural-science classes in both settings. Results from the study showed that the overall CF patterns were very similar in both contexts with recasts as the most frequent CF type, followed by prompts and explicit correction. More specific differences were observed in the levels of uptake and repair following each type used by different teachers across the two contexts.
Published Version
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