Season 5, Episode 2: Oral Corrective Feedback with Joshua Cabral

A note from Ashley:

This was recorded before all the schools began closing because of Covid-19. I hope you can still be inspired by what we share, an interview on feedback, a new game and new calm tip! But, I  understand if this is something you prefer to listen to later on. I will share this episode again when things are settled down.

I will release a special edition #Covid19wl episode by Friday of this week. Featuring Meredith White, Diego Ojeda, Samara Spielberg and Stephanie Carbaneau. Thank you to everyone who has been sharing in this difficult time. Please let me know if you have other requests for the next few weeks.

Episode Shownotes:  

Play Inspired Trivia: Visit Wayside Publishing to answer the trivia questions and enter the prize drawing! Winners announced on Twitter.

Welcome to Inspired Proficiency and thank you for joining us for episode 5 of season 2. As always, please tweet any takeaways and inspirations to #inspiredproficiency. Don’t forget that Ashley and her podcasts are also on Facebook in the group “Inspired Proficiency Teacher Collaboration” with lots of great ideas for the classroom.

Download the episode here or listen and subscribe on Apple Podcasts here or find it wherever you listen to podcasts! 

Today’s episode:

Ashley just returned from an amazing conference where Stephanie Carbonneau was named the Maine Teacher of the Year.  Congratulations Stephanie! Ashley shares what she has going on for the month of march including a March Madness Music bracket, some Señor Wooly, and Teacher for the Day. If you want to hear more about Teacher for the Day please listen to the episode where she really breaks it down and shares a bunch of support materials.

The Corona Virus is affecting us all. If you want to share out how it’s affecting you, get on Twitter or Facebook and share your story! Stay healthy and try to be positive! Next week Ashley will put out a special Corona Virus Resources episode so stay tuned!

Today’s Interview:Joshua

Today Ashley talks with Joshua Cabral of World Language Classroom about Corrective Oral Feedback. Joshua presents at conferences and trains teachers in workshops as well as teaching French and Spanish to grades 1-8 in MA. Joshua is also a huge supporter of the podcast and Ashley is always excited to talk to him. He is doing a lot of traveling and presenting this year. He loves working with teachers and helping them learn and grow! Josh is a big fan of Starbucks, in case you hadn’t heard!



  • Any information you provide to students to show them where they are on their language learning journey
  • Feedback is supposed to help students move faster along the journey towards proficiency
  • Grades and correcting are what we think of a lot as feedback but it doesn’t have to be JUST that


  • Appreciation


      1. Encouragement and information to learners that they are getting results
      2. Showing them their effort gets them somewhere
      3. Not always necessary to fix the errors but continue the conversation as a way of appreciating the bit of language they COULD produce, don’t focus on what they didn’t do perfectly


  • Coaching


      1. Like a sport
      2. Guiding their path to their goal
      3. Motivation and confidence
      4. The coach of a sport doesn’t achieve the goal, the player does!


  • Evaluation


    1. Indication of where they are right now
    2. Summative assessments (sometimes)
    3. Proficiency mindset means it’s more about where they started and where they want to go and where they are currently and the student is participating in setting these goals
    4. Jennifer Gonzalez from the Cult of Pedagogy podcast has a whole episode about changing up rubrics to provide better feedback
      1. Met, not met, exceeded, and feedback at each level to tell you how to meet, how to exceed, how to do even more when you exceed!
      2. This is where you are BUT you’re going to keep going!
    5. There’s always room for more goals
  • How do we choose what to give feedback on?
    • In the moment when students are speaking, how do we proceed?
    • Mistakes vs Errors
      • Errors are when a student has not acquired this skill yet, they’re guessing
      • Mistakes are when they HAVE acquired it, but they have an inaccuracy in the moment
        • Mistakes are more likely to happen in the moment (speaking) but less likely if students have time to think it through properly (writing)
      • FOCUS ON FIXING MISTAKES, not errors
        • Feedback on errors is no helpful to students because they haven’t acquired it and they don’t have control over it
        • Mistakes are something they can work on more and be more self aware and self corrective when they’re aware they make that mistake
        • Recast
          • Repeat it to the student
          • They still need to hear it a bunch of times before they can permanently fix the mistake 
        • Four ways to give feedback on mistakes
  1. Clarification requests
    1. Avoid the native language as much as possible, keep it communicative in the target language
    2. Take a part of the incorrect sentence and focus on it with a pause or a rephrase to see if they really have acquired it or not to see if they can correct their mistake or if you need to provide more input for their error
  2. Elicitation
    1. Similar to clarifying with a question
    2. Starting the sentence again for the student to repeat with a new order or new mindset, they might be able to fix their mistake again
    3. Changing SOMETHING about it might help them realize they made a mistake and they can have another opportunity
    4. Might be as simple as adding a pronoun they weren’t using, or it could be more complex related to tense
    5. Keep the communication going, avoid the native language
  3. Repetition
    1. Repeat the sentence back, stress the inaccuracy
    2. It’s very likely that a student will be higher at reading and listening than they are at speaking and writing so they will hear the mistake themselves and THEN be able to fix their error after hearing it repeated and stressed
      1. It all goes back to the modes where interpersonally they might be lower in their proficiency level, but interpretively they are higher and can now notice the mistake
  4. Embedded recast
    1. Recast is saying the correct form for the student
    2. Embedded means recasting the correct way but stretching it to add more information to keep the conversation going
    3. Very personalized feedback 
    4. Can be challenging for the ENTIRE class
      1. Maybe do it in stations so you can work with small groups
  • Tips for teachers
    • Take a couple days and listen to EVERYTHING students say and practice in your head to see if you can tell the difference between a mistake and an error. THEN stop correcting the errors and focus on the mistakes.
    • Once you’ve had your practice, pick ONE type of feedback to try first. Start small so you’re not overwhelmed and then work your way through all four!


Game Segment with Sarah Breckley:

Musical Story Chairs

  • There’s no music but it helps you figure out how to play the game.
  • Use a story from class, song lyrics, page from a book, news article, etc.
  • Set up the desks or the chairs to play musical chairs (In a circle)
    • Could put something on the ground to grab like spoons or sticky notes
    • Same number of items or chairs for everyone MINUS one
  •  Make teams for points
    • This engages kids so kids don’t actively try to get out
    • 2 teams is plenty
  • Ask questions about the story/reading
  • Teacher starts reading and students walk around the circle and as soon as the teacher answer THE question asked, they all sit or grab the objects
  • Last person gets a golf point (A negative point) for their team
    • This is a game where you don’t want points
  • Some kids may just sit because everyone else is sitting so have the kids discuss the answers real quick in their circle to make sure everyone understands why they’re seated ( or grabbed an object if that’s how you’re playing)
    • Groups of 4 musical chairs with 3 chairs
    • Lots of people get out faster so it’s a competition between the pods who are playing
    • Lots of people get caught without a seat
    • Fast forward to the end, the most exciting part

If you try this TWEET ABOUT IT with #inspiredproficiency on Twitter. We want to know how it went!

Calm Segment with Julie Speno:

Yoga/ Tai Chi

  • Intentional movement can be a dual purpose of movement but in a calmer way
  • Youtube videos in your Target Language
    • Videos are a great scaffold for the students AND the teacher if you’re not a yoga person
    • Narration from the video, visuals from the video
  • She created cards for students and illustrated them
    • For students who need a break alone
    • For students who need a time out with yoga, choose a card and turn on a timer

Inspired Trivia:

Visit Wayside Publishing to answer the trivia questions and enter the prize drawing! Winners announced on Twitter Monday after episode was released.

Resources and links mentioned on the show:

  • Stephanie Carbonneau On Twitter @MmeCarbonneau, Maine Teacher of the Year
  • Larsen, Freeman, and Long researchers
  • Jennifer Gonzalez article “Your Rubric is a Hot Mess; Here’s How to Fix it”
  • Cult of Pedagogy podcast and blog by Jennifer Gonzalez, Single Point Rubrics
  • Yoga with Elmo in Spanish
  • Smile and Learn in Spanish and French


  • Joshua Cabral on Twitter @wlclassroom, on Instagram @wlclassroom, and his website and TPT store
  • Sarah Breckley on Twitter @SarahBreckley and her blog
  • Julie Speno on Twitter @MundoDePepita and her blog

Season sponsorship brought to you by:

Episode sponsors:

  • World Language Classroom by Josh Cabral
  • El Mundo de Pepita resources in Spanish, French, Russian, German and ESL
  • A.C. Quintero and Jennifer Degenhardt and their classroom readers