Corrective feedback in CLIL

Abstract

Corrective feedback (CF) has proved to be beneficial for foreign language (FL) learning (Nassaji & Kartchava, 2021). However, although there is plenty of research on CF in immersion settings (Lyster & Ranta, 1997) and mainstream FL classrooms (Yilmaz, 2012), very few studies have considered CF in Content and Language Integrated Learning (CLIL) settings (Dalton-Puffer & Nikula, 2014). In this chapter, we will review existing literature on CF in CLIL contexts. Firstly, we will present findings on oral CF (OCF), which show how CLIL teachers in primary education provide more explicit and frequent corrections to learners’ oral errors (Llinares & Lyster, 2014) than teachers in secondary education classrooms (Milla & García Mayo 2014, 2021a). Research has also found that CLIL teachers tend to overlook oral errors and merely provide OCF in the form of recasts, as opposed to FL teachers’ comprehensive and more explicit feedback (Dalton-Puffer, 2007; García Mayo & Milla, 2021). Secondly, we will also consider the written corrective feedback (WCF) provided in CLIL classrooms and the impact of the different types of WCF on learners’ noticing and subsequent improvement (Coyle & Roca de Larios, 2020). Pedagogical implications deriving from these findings will be suggested.