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ERIC Number: EJ1101152
Record Type: Journal
Publication Date: 2016-Jun
Pages: 25
Abstractor: As Provided
ISSN: ISSN-1056-7941
Writing Learning Outcomes for English Language Lessons in Multilingual Schools
Jones, Sally Ann
TESOL Journal, v7 n2 p469-493 Jun 2016
This article proposes a pedagogic innovation in teacher education by articulating a method for writing learning outcomes for English language lessons in multilingual school contexts. The argument for this approach is founded on curriculum studies; however, the practice also draws specifically on applied psycholinguistic and sociolinguistic theories of teaching and learning the English language. Examples support this five-step process of writing learning outcomes in detailing how to identify a focus, specify language, ensure appropriateness, create coherence, and revise. Although the approach addresses research studies reporting that experienced teachers encounter difficulties in lesson planning, here the practice is offered as a way of educating novice teachers to clarify their ideas about language teaching and assessment through reflection. Additionally, the process serves as a means for teachers to develop greater language awareness as subject content knowledge. This technique of writing learning outcomes for language lessons, therefore, may assist in developing language teacher professionalism.
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A