Previous studies of repair in language learning revealed that direct, overt repair was extremely rare in these contexts. Instead, teachers employ various mitigation strategies when conducting repair. Thus, the implications of bald, unmitigated repair on language learning could not be adequately investigated due to the rarity of this phenomenon in language classrooms. The current study addresses this gap. In the current study a unique language learning context is investigated – Torah (Pentateuch) reading dyadic tutoring sessions. In this context, linguistic accuracy is literally a religious commandment, and therefore, extensive and unambiguous error corrections are required. Four tutors participated in the study, each creating a different balance between instructional and social goals. Findings indicate that directness in otherrepairing might take a toll in terms of pupils’ face, whereas intensive investment in facework may redress this toll and facilitate cooperation and learning