Immersion aims toward functional bilingualism-the ability to use the first and target languages effectively and appropriately for different purposes (Genesee 2004). Immersion students achieve a higher level of proficiency than non-immersion students (Lyster 2007; Bergroth 2015). However, Canadian, Irish, and Finnish studies (Swain 1998; Harley 1993; Ó Duibhir 2009; Nyqvist 2018) have shown problems with grammatical accuracy. Pedagogical interventions appear essential to help immersion students develop their interlanguage towards more target-like representations (Doughty & Williams 1998; R. Ellis 2002; Lyster 2007). In the case of explicit knowledge, pedagogical interventions have given promising results in immersion (Nì Dhiorbháin & Ó Duibhir 2016), and both students and teachers have been shown to value grammar instruction (Simard & Jean 2011).
Our study aims to explore immersion teachers' views on grammar instruction in Swedish immersion in Finland-a theme unstudied thus far. Our data consists of the responses from 54 Finnish immersion teachers on a Webropol questionnaire with 18 multiple-choice questions comprising three sections: the informants' background as teachers, their views on the role of grammar in immersion, and their views on correcting grammatical inaccuracies. The informants were also allowed complete their answers with comments. The central research questions are as follows:
1. Do Swedish immersion teachers integrate language aims into their teaching practices? If so, in what ways?
2. How do teachers position grammatical accuracy in Swedish immersion teaching?
3. How frequently and in what situations do immersion teachers provide corrective feedback?
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