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Language Objectives for Educators

The document outlines various approaches to derive language objectives for lessons, emphasizing the importance of key vocabulary, language functions, required skills, grammar structures, and task-related language demands. It also suggests incorporating language learning strategies to enhance student engagement and understanding. Reference materials are provided for further exploration of microskills and language learning strategies.

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CAROLINA IBANEZ
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8 views2 pages

Language Objectives for Educators

The document outlines various approaches to derive language objectives for lessons, emphasizing the importance of key vocabulary, language functions, required skills, grammar structures, and task-related language demands. It also suggests incorporating language learning strategies to enhance student engagement and understanding. Reference materials are provided for further exploration of microskills and language learning strategies.

Uploaded by

CAROLINA IBANEZ
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd

Deriving Language Objectives

Language objectives can be derived from a variety of dimensions of language. The


process of developing these objectives can take a number of paths, such as the
following:

• Determine what key vocabulary is necessary for a successful lesson and


develop a plan to both teach the meaning of the words and provide for
practice in using them.

• Consider the language functions students will use in the lesson (i.e., defining,
summarizing, comparing, classifying, explaining, etc.) and provide a structure
for students to learn and practice these skills within the context of the lesson.

• Analyze the lesson to determine which language skills will be required. Brown
(2001) provides a list of “microskills” in the four areas of listening, speaking,
reading, and writing.

Reference Materials Available

To review a list of microskills in the four areas, see the PDF entitled,
“Microskills for Listening, Speaking, Reading, and Writing,” in the
Reference Materials link in this section.

• Identify grammar or language structures from the lesson that could also
become topics of language study and practice (i.e., questioning patterns,
complex grammatical structures, paragraph organization).

• Think about the tasks students will need to complete and consider which
language demands embedded in the assignments could be turned into topics
for language instruction (i.e., taking notes, explaining a procedure,
negotiating with a partner, etc.).

• Connect language learning strategies that might be useful in the lesson (i.e.,
creating mental images, organizing information about language, using context
clues, planning and evaluating learning, self-encouragement, etc. [Brown,
2001]).

© 2012 Teachscape
Deriving Language Objectives
Page 2 of 2

Reference Materials Available

To review more information on language learning strategies, see the


PDF entitled, “Language Learning Strategies,” in the Reference
Materials link in this section.

Source: This list was adapted from Short, Hudec, & Echevarria, 2002.

© 2012 Teachscape

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