This paper focuses on corrective feedback and examines how trainee-teachers use different semiotic resources to soften feedback sequences during synchronous online interactions. The ISMAEL corpus of webconferencing-supported L2 interactions in French provided data for this qualitative study. Using multimodal transcriptions, the analysis describes…

Middle school is a crucial transition period for students as they move from concrete to algebraic ways of thinking. This article describes a sequence of instruction geared toward helping prospective middle school instructors teach the topic of percentages.