Abstract  This study examined grade 4-6 English teachers’ preferred approach regarding the timing of grammatical instruction, developed and distinguished by Spada and Lightbown (2008) as isolated and integrated form-focused instruction (FFI). Both isolated FFI and integrated FFI are described as taking place in primarily meaning-based communicative classrooms. They differ in that isolated FFI takes place separately from communicative activities, while integrated FFI occurs during communicative activities. Using this theoretical distinction, Valeo and Spada (2016) developed teacher and learner questionnaires. The teacher questionnaire, along with observations, was used in the current study to investigate the views of teachers in the context of Swedish compulsory school. Quantitative and qualitative analyses of the questionnaire and observation data shows a preference for integrated FFI across all grades (grade 4, grade 5 and grade 6). At the same time, many teachers expressed the value of isolated FFI. The views of the teacher in this study align with previous research claiming that isolated and integrated FFI should not be mutually exclusive. Consistent with Valeo and Spada (2016), the teachers of this study pointed out that context, individual pupils and teacher beliefs may have an impact on decisions regarding the timing of grammatical instruction.

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