Does it prove a context for second language acquisition?
Content-based instruction has been advocated in a variety of second language teaching methods, one of which is the Whole Language approach, yet little research has been undertaken to determine if or how its implementation supports second language acquisition (SLA) in the classroom. To address such a research need, this study investigated class discussions in a Whole Language ESL classroom. The study aimed to identify and describe the types of interactions occurring in this context, then examine if and how these interactions supported conditions claimed to facilitate SLA: access to positive and negative input and opportunities to produce and modify output. The study was conducted at an ESL institute at a large urban university where the researcher studied her own classroom. The class discussion was chosen as the context, as it was the primary classroom activity and is an activity used by many second language approaches. The discussions were audiotaped and transcribed daily. The data wer
