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Title: Writing learning outcomes for English language lessons in multilingual schools
Authors: Jones, Sally Ann
Keywords: English teaching
Learning outcomes
Multilingual contexts
Teacher preparation
K-12 grade
Issue Date: 2016
Citation: Jones, S. A. (2016). Writing learning outcomes for English language lessons in multilingual schools. Tesol Journal, 7(2), 469–493.
Abstract: 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. While the approach addresses the difficulties research studies report that experienced teachers encounter in lesson planning, here it 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.
Description: This is the final draft, after peer-review, of a manuscript published in Tesol Journal. The published version is available online at
ISSN: 1056-7941 (print)
1949-3533 (online)
Other Identifiers: 10.1002/tesj.255
Appears in Collections:Journal Articles

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