This chapter investigates oral corrective feedback (CF) in content-based contexts. Specifically, it examines how CF can play a unique and necessary role in these contexts as a means of integrating language into content instruction. However, based on studies showing teachers’ reluctance to use CF, this chapter also outlines how CF may come into direct conflict with other content-based pedagogical objectives. Owing to the great amount of diversity found among content-based contexts, this chapter considers both cross-context, CF-related issues that can inform all content-based programs as well as issues regarding CF’s use and effectiveness in specific contexts.

L2 learning today is increasingly outcomes-based, and demands learning efficiency. This chapter describes the design and implementation of transformative open architecture curricula to meet two challenges that arose during 2012-2014 at the Defense Language Institute Foreign Language Center (DLIFLC). The requirement was to achieve measurable proficiency growth (≥ .5 ILR level) for students entering with proficiency between ILR 1+ and 2+ in shorter time frames than previously considered feasible. The approach had to be applicable for all DLIFLC languages and allow courses to be brought online quickly and modified continually. The response employed a modular content-based and scenario-based structure. In place of linear scope and sequence, “vertical spiraling” was employed. Integration of activities was ensured through culminating scenarios, toward which all module activities were directed. Collaborative learning was ensured in part through initial negotiation that also enhanced learner empowerment, ensuring students could mentally map out learning needed in preparation for the culminating activity. Proficiency gains exceeding objectives were often achieved in as little as 6-8 weeks.