What's on the “LO” Menu? Supporting Academic Language Objective Development

Lindahl, Kristen; Watkins, Naomi M.

doi:10.1080/00098655.2014.918531

Cited by 12 publications

(18 citation statements)

References 20 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The discussion also may be recorded for teachers to later reflect on and adjust their teaching practices. Then, teachers can analyze learners’ needs and preferences before adding supplementary content to the tailor‐made teaching menu of each specific class to serve the linguistic and cultural diversity of the students, instead of following the premade syllabus provided in the course book (Lindahl & Watkins, 2014). Under certain circumstances, student–teacher discussions can be a one‐on‐one session with a student who has some sensitive personal problems (e.g., the death of a family member) that create negative learning affordances or those to whom teachers find it necessary to give more individual attention.…”

Section: Conducting Postlesson Affordance‐based Reflective Discussionmentioning

confidence: 99%

Postlesson affordance‐based reflective discussion in ELT classes

Nguyen¹

2022

TESOL Journal

View full text Add to dashboard Cite

show abstract

Section: Conducting Postlesson Affordance‐based Reflective Discussionmentioning

confidence: 99%

Postlesson affordance‐based reflective discussion in ELT classes

Nguyen¹

2022

TESOL Journal

View full text Add to dashboard Cite

show abstract

“…Effective LOs serve as a road map for both teachers and students because they break down the lesson content into smaller and more "digestible" units, enabling students to focus on language in meaningful ways. Despite the critical importance of LOs in every content lesson, many teachers find it challenging to identify clear language goals due to lack of adequate preparation and understanding of the complexity of content-related academic language (Lindahl & Watkins, 2014). Furthermore, many teachers lack linguistic awareness that prevents them from recognizing potential challenges for ELs in particular lesson content and what supports students might need in order to complete the task.…”

Section: Language Objectivesmentioning

confidence: 99%

Content area teachers’ challenges writing language objectives: A document analysis

Balconi

Spitzman

2020

TESOL Journal

View full text Add to dashboard Cite

Teachers of English learners (ELs) often have solid knowledge in education theory and methodology but are challenged with identifying appropriate language demands in the content that they teach and creating language objectives (LOs) that focus on such demands. The document analysis study reported in this article examined the effectiveness of LOs from 60 lesson plans created by teachers enrolled in sheltered English immersion endorsement courses at a university in the northeastern United States to explore their ability to meet ELs’ language needs. The data analysis demonstrated an overemphasis on productive skills, a limited scope of the language target or lack thereof, deficiencies related to language functions, and a tendency to view LOs as lesson activities. Following a discussion of these themes, the authors suggest practical recommendations for teacher educators and teachers to support ELs’ language development and content learning.

show abstract

“…From the perspective of researchers who support the use of language objectives (e.g. Lindahl & Watkins, 2014), both the content and the language objectives are far too broad to have any use in the teaching practice around the content, in this case, space exploration.…”

Section: Excerpt 4 Innovative Understanding Of Language Objectivesmentioning

confidence: 99%