Formulationof Content and Language Objectives
Standard:Language for Critical Analysis and Evaluation (EngageNY, n.d.)
ContentObjective:Students will be capable of using language to evaluate and analyzeany content presented to them critically.
LanguageObjective:students will be exposed to various issues, information, ideas, andexperiences to read, write about, discuss in groups and present theirjudgments and opinions on these matters.
Standard:Language for Social Interaction (EngageNY, n.d.)
ContentObjective:Students will be able to express themselves in social interactions.
LanguageObjective:Student’s will engage in reading, writing, speaking and listeningto social content and participate in various group activities such asconversations and debates with participants from differentbackgrounds to foster social interaction.
NYSstandards found in EngageNY (n.d.), are essential guidelines inlanguage learning and conception because they set the rules of theultimate goal. Since a content objective describes the overalllearning requirements for students, it is linked to the learningoutcomes and engaging activities to facilitate the assessment of alesson. A learning objective, on the other hand, is a statement ofthe process describing how students employ the use of Englishlanguage to achieve the content objective (Peregoy & Boyle,2009). This paper is a reflection of the thinking process I engagedin while formulating the content and language objectives for theselected standards.
AsI was formulating the content objectives, there are various factors Iconsidered. For instance, the goals are intended to be read andunderstood by the students (Baecher, Farnsworth, & Ediger, 2013).Therefore, Echevarría, Vogt, & Short (2017) states that theyshould be easy to comprehend even for a student in the preliminarystage of English language. Secondly, content objectives shoulddescribe what the students are expected to learn and not necessarilywhat the teacher presents. Therefore, I used phrases such as“students should…” during their formulation (Peregoy &Boyle, 2009). To formulate content objectives, I had to link them toNYS related content standards for the English language.
Similarly,while composing the language objectives, I had to consider the bestways students can use English to express what they have learned. Thespecific academic language describing the target content has alsobeen clearly outlined as described by Peregoy & Boyle (2009),through the identification of specific methods of writing, reading,speaking, and listening used during the lessons to meet the contentobjective.
Inconclusion, both the content and learning objectives should be inline with the content standard. They should be expressed in plainlanguage focusing on the learning outcomes and the methods used toachieve them respectively.
Baecher, L.,Farnsworth, T., & Ediger, A. (2013). The challenges ofplanning language objectives in content-based ESL instruction.LanguageTeaching Research, 18(1),118-136. doi:10.1177/1362168813505381
Echevarría, J.,Vogt, M. E., & Short, D. (2017). Makingcontent comprehensible for English learners: The SIOP Model.
EngageNY.(n.d.). NewYork State P-12 Common Core Learning Standards for English LanguageArts and Literacy. Retrieved fromhttps://www.engageny.org/resource/new-york-state-p-12-common-core-learning-standards-for-english-language-arts-and-literacy
Peregoy, S.,& Boyle, O. (2009). chapter 3 and 4. In Reading,Writing and Learning in ESL: A Resource Book for Teaching K-12English Learners + MyEducationLab (5th ed.).Allyn & Bacon.
No related posts.