Language Objectives: More Than Just Vocabulary

Abstract

This article presents results of a study examining the effects of workshops presented to a small group of elementary student teaching interns with English learners mainstreamed in their classes. The focus of the workshops was to provide the interns with training in strategies to support their English learners including instruction on teaching language objectives according to the SIOP model. Results show that the interns' teaching of language objectives was limited to teaching vocabulary by creating context and using visual supports. Discussion suggests that although the teaching of key vocabulary is an important component of the SIOP model, language objectives cannot be limited to teaching word meaning. Teachers who are not trained to think linguistically may not be able to design language objectives beyond vocabulary. In order for teachers to take full advantage of the strategies presented in the SIOP model, they must be trained to think linguistically and to see themselves as experts of the language of their content.

From the Editor

“…111-112). Whereas there has been recent work that underscores the importance of developing language objectives in a Content-Based Instruction framework that are more than just vocabulary learning lessons (Regalla, 2012), we cannot dismiss the importance of vocabulary development in language learning. Our next feature, "Teaching Formulaic Sequences in the ESL Classroom," by Sarvenaz Hatami, also looks at the development of lexical items in English language learning, but takes us beyond the single word level to the level of formulaic sequences, which she tells us comprise "more than 50% of spoken and written English discourse .…”

“…111–112). Whereas there has been recent work that underscores the importance of developing language objectives in a Content‐Based Instruction framework that are more than just vocabulary learning lessons (Regalla, ), we cannot dismiss the importance of vocabulary development in language learning.…”

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

“…Content-compatible terms from this same lesson might be "independent," "compromise," or "exploration," terms that are still academic in nature and apply to the social studies context but Downloaded by [Stony Brook University] at 15:20 14 October 2014 can be found in other contexts as well. Distinguishing between these two bodies of words is important, because most teachers tend to focus on content-obligatory terms when identifying language demands and composing language objectives (Lindahl, Baecher, and Tomaš 2013;Regalla 2012). However, knowledge of contentcompatible vocabulary may be more useful to ELLs in the long term, because these words are used more frequently across content areas and academic contexts (Coxhead 2011).…”

“…1). Despite best intentions, many teachers may find it difficult to craft effective language objectives due to the extensive nature of academic language (Kim 2007), and most resort to identifying only vocabulary objectives while ignoring other aspects of academic language (Regalla 2012). The CCSS effectively discourage this oversimplification of language, and instead focus on using language to participate in academic discourse communities (Hakuta and Santos 2012).…”

The Role of Language Objectives: Strengthening Math and Science Teachers’ Language Awareness with Emergent Bilinguals in Secondary Classrooms

“…The Literature on the use of language objectives by content teachers suggests that academic vocabulary is the primary, or sometimes, the only language objective that content teachers recognize or focus on if they employ language objectives at all (Echevarria, Vogt & Short, 2013;Wong Fillmore, 2011;Regalla, 2012). Yet, the development of academic proficiency requires far more than simply learning the academic vocabulary in a lesson.…”