Many researchers claim that optimal language learning in immersion requires careful attention to form within a meaning-driven context of specific content instruction. Research suggests that the nature of immersion teachers' experience with attempting to intertwine form-orientated and meaning-orientated pedagogy in immersion is complex, important to study and yet to be understood (Ó Duibhir, 2018). Form-focused instruction (FFI) enables immersion learners notice linguistic forms that they might otherwise ignore and identify how their deviant utterances differ from the linguistic norms of the language. Encapsulating an array of instructional elements which differ from one another in important ways, FFI is shaped by a number of factors e.g. the socio-cultural, socio-cognitive instructional context, immersion teachers' beliefs, biographies, knowledge and competencies. The ability to integrate FFI and content-based instruction is therefore perceived as an essential component of immersion teacher knowledge. Immersion teachers' role and intention in FFI is a critical factor in the process.
In this paper, key integrated, interlocked and overlapping instructional FFI elements will be outlined with a particular emphasis on one element, i.e. corrective feedback (CF). CF will be defined, a rationale for its inclusion in immersion pedagogy will be discussed and a brief overview of the international literature in relation to CF will be presented. In particular, three studies (Ní Aogáin, 2019; Ní Mhurchú, 2020; Ó Ceallaigh, 2012) conducted in an Irish immersion context which explore CF from multiple perspectives will be showcased and findings synthesised in an attempt to ascertain what is known from extant studies. What is yet to be known about CF in the minority language educational context, a context designed to promote students' academic achievement while simultaneously ensuring minority language proficiency and literacy development, will then be delineated and issues involving teacher knowledge, quantity, quality, timing, and nature of CF will be considered to shed light on the unquestioned assumptions and the yet-to-be-realised potential of CF in minority language immersion contexts. In conclusion, implications of incorporating CF strategies in an integrated approach in minority language immersion contexts will be considered with a particular focus on teacher education, curriculum design and school-wide implementation and evaluation.
Ní Aogáin, S., (2019). Peirspictíochtaí múinteoirí agus daltaí ar aiseolas ceartaitheach ar chruinneas gramadaí dhaltaí tumoideachais sa dara teanga [Teacher and student perspectives of corrective feedback on immersion students' grammatical accuracy]. Unpublished PhD thesis. Dublin City University, Ireland.
Ní Mhurchú, C. (2020). Aiseolas ceartaitheach: An spreagfaidh aiseolas ceartaitheach córasach ó bhéal féin-cheartú agus ceartú-piara i measc daltaí tumoideachais sa seomra ranga? [Corrective feedback: Does systematic oral corrective feedback motivate self and peer-correction among students in the immersion classroom?]Unpublished M Ed thesis. Mary Immaculate College, Limerick, Ireland.
Ó Ceallaigh, T.J. (2012). An teagasc foirm-dhírithe sa tumoideachas lán-ghaeilge: Scagadh ar pheirspictíochtaí agus ar chleachtais múinteoirí [Form-focused instruction in Irish-medium immersion: An overview of teachers' perspectives and practices]. Unpublished PhD thesis. University College Cork, Ireland.
Ó Duibhir, P. (2018). Immersion education: Lessons from a minority language context. Bristol: Multilingual Matters.
