Abstract
ties in the research group Foreign Language Acquisition in the Classroom1 at Universidade Federal do Rio Grande do Sul, in Porto Alegre, Brazil. For the past 6 years, the research group has focused on corrective feedback, collaborative tasks, and identity negotiations in the classroom and their impact on interaction and learning. The research group maintains strong links with foreign language teacher education by participating in courses that promote training and further education to English teachers in the wider community in a critical perspective (Pennycook, 2001). In this article we report on reactions by teachers to two research studies recently developed by members of our research group (Longaray, 2005; Fontana, 2005). The studies are located in two different public
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