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.