VietTESOL International Convention 2026

This presentation reports key findings of a research project conducted through continuous classroom observations as part of the DipTESOL course, focusing on ways to deal with emergent language in a Young Learner ESL classroom within the framework of modern CLT, TBL and CLIL principles widely applied in language centres and bilingual/international schools across Vietnam. The research is informed by the response taxonomy proposed by Norrington-Davies and builds on Long’s ‘Focus on Form’ approach, according to which language is more effectively acquired when addressed at the point of need. The study investigates which kinds and aspects of language teachers most frequently address as emergent, including lexis, grammar, collocations, phonology, and discourse features; which feedback and response techniques teachers employ when working with emergent language; and how much classroom time is devoted to it. A practical outcome of the project was the development of a classroom observation instrument designed as a ready-made tool for in-service teacher professional development through peer observation or self-reflection using lesson recordings. This instrument enables systematic collection of data on working with emergent language in Young Learner ESL classrooms, including types and aspects of language addressed, response and boarding techniques used, time allocation, as well as common lesson stages in which emergent language may occur. The findings offer valuable insights for both novice and experienced ESL teachers by suggesting possible combinations of techniques that appear effective when responding to different language aspects, for instance, elicitation or reformulation combined with metalinguistic feedback for form-focused responses on lexis and grammar.