Role of focus-on-form instruction, corrective feedback and uptake in second language classrooms: some insights from recent second language acquisition research

A considerable number of studies on focus-on-form instruction, corrective feedback and uptake have been carried out in the field of second language acquisition (SLA) research over the last two decades. These studies have investigated the above-mentioned concepts from different perspectives, in a number of different contexts and in a number of different ways. This paper systematically reviews recent research on focus-on-form instruction, corrective feedback and uptake, attempts to systematise what is known about these issues and reveals gaps which have not yet been addressed by research

Exploring teacher and learner views on the use of formative assessment in primary EAL classrooms: a case study

In England number of learners who speak English as their second or even third language (known as learners with EAL, English as an additional language) in state primary and secondary schools is constantly increasing. In 2012 these learners represented 16% of the entire school population, and in 2015 - 18% (Schools Census, 2012 and 2016). Many EAL learners have limited proficiency in the language of instruction. This fact makes it difficult for teachers to not only effectively teach but also accurately assess these learners’ academic (linguistic and subject-specific) progress. Making use of a recently introduced formative assessment model to support and assess EAL learners’ performance during the lessons seems like a good idea. However, to date little is known about the effectiveness of this assessment method and about the teachers’ and learners’ views on it. This paper, drawing on a selection of the data collected as part of a larger mixed-methods empirical research study (see Afitska, 2014a), seeks to examine teachers’ and learners’ views on the usefulness of formative assessment methods (including teacher feedback, learner peer- and self-assessment) for teaching and learning. The paper concludes with a list of implications for practice based on the study’s findings

Supporting teachers in EAL classrooms: working towards the centralised provision of subject-specific, EAL-tailored resources for primary classrooms.

Over the last year the density of learners who speak English as their second or even third language has increased by 1% in all state funded schools in England (NALDIC, 2014). Many of these learn-ers have to acquire English alongside their learning of the National Curriculum. Specific practices have to be put in place to allow EAL learners achieve their best potential in the British educational system. One way of helping these learners and their teachers is to provide them with resources that would support the acquisition of English language on the one hand, and the learning of the subject content on the other. This practice is very well observed in contemporary secondary schools; in primary schools, however, there is still a substantial lack of subject-specific-EAL-tailored materials that could be used effectively both by teachers and learners. What is largely used to date, are either materials developed or adapted by teachers especially for their EAL learners, or completely non-EAL, mainstream subject-specific materials. This article discusses the limitations of the use of teacher-developed and teacher-adapted EAL materials, highlights the need for provision of EAL-specific materials for primary schools at the national level, and suggests ways in which these mate-rials could be developed, drawing on the most recent research in the field of ESL/EAL materials’ development