Abstract
In the second-language classroom the teacher determines to a high degree the input and feedback L2-learners receive. Feedback informs learners of the accuracy of their production, after which they may alter their hypotheses about the target language. The role of feedback has been investigated from different theoretical points of view and there has been some research on its effect. However, most of these studies concern adults; hardly any research has focused on young children. In this article, I will discuss some of the literature about which feedback strategies are suitable for the SLA by non-native children in kindergarten. I will also summarize the results of the analysis of 18 lessons in kindergarten groups in which more than 90% of the children are non-native speakers, to determine which strategies teachers actually use. I will compare twelve different teachers, two age groups, two different vocabulary methods and two kinds of lessons.
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