Abstract
Abstract: The communication pattern of Initiation/Response/Follow‐Up (IRF) has long been an important instructional sequence in language classrooms. When language teachers combine IRF with the Response to Intervention (RTI) approach, they create a powerful model to evaluate student oral practice and self‐assess effectiveness in creating language communities in the classroom. This study reports the analysis of IRF that took place in two foreign language immersion classrooms. Two immersion teachers and a total of 102 students participated. The study also documents the RTI of the participating teachers as they collaboratively analyzed the IRF patterns. The results of the study revealed that combining IRF and RTI can have positive effects on instructional delivery and increased student discourse.
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