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Writing learning outcomes for English language lessons in multilingual schools
Citation
Jones, S. A. (2016). Writing learning outcomes for English language lessons in multilingual schools. Tesol Journal, 7(2), 469–493. https://doi.org/10.1002/tesj.255
Author
Jones, Sally Ann
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.
Publisher
Wiley
Journal
TESOL Journal