ELTABB Journal Volume 1 - Page 7

More problematic is providing ‘point of need’ instruction with groups, while still maintaining lesson flow and engaging the attention of all learners. ‘Instructional detours’ (to use Cazden’s expression) need to be short, to the point, yet salient: a case of ‘putting the task on hold’ for a minute or two, while an error is remedied or a grammar point explained. Of course, involving other students in the intervention is often a viable means of avoiding the lesson becoming a series of one-to-ones. Ideally, too, a running record needs to be kept of these interventions, so that they can be revisited after the task, and so as to provide a ‘scaffold’ for a possible repetition of the task. A further stage, in which learners review and record the grammar and vocabulary issues that arose during the lesson, serves not only to help fix these in memory, but to persuade those who crave it that formal accuracy has not been sacrificed for the sake of fluency. References Gee, J.P. (2007) What Video Games Have To Teach Us About Learning and Literacy, New York: Palgrave Macmillan. Long, M. and Norris, J. (2009) ‘Task-based teaching and assessment’, in van den Branden, K., Bygate, M. and Norris, J. (eds), Task-based Language Teaching: A Reader, Amsterdam: John Benjamins. Nelson, M.W. (1991) At the Point of Need: Teaching Basic and ESL Writers, Portsmouth, NH: Heinemann. Samuda, V. (2001) ‘Guiding relationships between form