As Fillmore (1979) stated, "A language can only be learned if there is appropriate input - for the child learning a second language is language as it is used in meaningful social situations in which the learner is himself involved” (Fillmore, p. 205). In the lesson that was chosen for Juan, many opportunities are given for Juan to interact with his partner to promote language development through social interaction. The “Families” lesson content would begin with an inviting song that uses hand gestures to identify the different members that make up families. Juan would work with his self-selected partner to mime each gesture so that typing could be simplified and made understandable as the song is recited over and over again. This interactive song would allow Juan to join the group and act as if he understood what was happening. Juan has already considered himself the “outsider” in the class and in order to develop the impression that he is really worth talking to; he must issue the invitation to interact before he can join the group of students. According to Fillmore (1979), “to do this, the learner behaves as if he understands, although, obviously, in the early stages of learning a language he will understand little” (Fillmore, p. 209 ). The song and hand gestures showed Juan's motivation and effort to understand what was being said in the song, which allowed him to begin to understand the language that was being used around him. Fillmore states that this is “the necessary first step in language learning” (Fillmore, 1979, p. 209). As the lesson continues, Juan and his partner would collaboratively discuss their family members and use this information to... ... middle of paper ...... enough input. Given the corrective feedback tools, I feel confident enough to move from using repetition and recasts, which I didn't even know were forms of corrective feedback, to trying metalinguistic feedback and requests for clarification. This course allowed me to try new things in the classroom and, from the start, it proved effective.ReferencesFillmore, LW (1979). Individual differences in second language acquisition. In C. J. Fillmore, D. Kempler, & W. S. Wand (Eds.), Individual differences in language abilities and language behavior (pp. 203–228). New York: Academic Press Lightbown, P. M. and Spada, N. (2013). How Languages ​​Are Learned (4th ed.). Oxford: Oxford University Press. Wong, W. and VanPatten, B. V. (2003). The evidence is there: the exercises are over. Annals of Foreign Languages, 36 (3), pp.. 403-423.