EFL Teachers' Challenges to Write Content and Language Objectives for CBI Lesson Plans at a Mexican University

Autor/in	Arias de la Cruz, Andrés
Titel	EFL Teachers' Challenges to Write Content and Language Objectives for CBI Lesson Plans at a Mexican University
Quelle	In: Latin American Journal of Content and Language Integrated Learning, 13 (2020) 2, S.215-240 (26 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Arias de la Cruz, Andrés)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2011-6721
Schlagwörter	Lesson Plans; Language Teachers; Second Language Learning; Second Language Instruction; English (Second Language); Mexicans; Content and Language Integrated Learning; Masters Programs; Teacher Education Programs; Content Analysis; Verbs; Course Objectives; Graduate Students; Teaching Methods; Barriers; Foreign Countries; Mexico + Suchen Sie Ihr Suchwort? Lesson planning; Unterrichtsplanung; Language teacher; Sprachunterricht; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Mexikaner; CLIL; Lernkonzept; Magister course; Magisterstudiengang; Inhaltsanalyse; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Mexiko
Abstract	This study aims at documenting the challenges that three Mexican students participating in a Content-Based Instruction (CBI) module from a Master's (MA) program in English Language Teaching (ELT) face when writing content and language objectives for CBI lessons. Through qualitative research based on a content analysis design, one lesson plan of each MA student (n=3) was analyzed using criteria proposed by well-known researchers. Results revealed that MA students wrote clear content objectives. The major challenge of content objectives was found in the observability of these objectives. "Language" objectives were less successful, as most of them were rated as "not clear." Moreover, language objectives focused almost exclusively on language skills and grammar and language structures. Finally, the verbs used in the language objectives demanded a low-order cognitive category from students. Despite being EFL trained teachers, these MA students had more challenges in writing language objectives than content objectives. Thus, material, examples, and directions provided to students should explicitly draw students' attention to the most common challenges to help overcome them. (As Provided).
Anmerkungen	Universidad de La Sabana. Campus del Puente del Común, Km. 7, Autopista Norte de Bogotá. Chía, Cundinamarca, Colombia. Tel: +57-1-861-5555 Ext 41011; e-mail: laclil@unisabana.edu.co; Web site: http://laclil.unisabana.edu.co/index.php/LACLIL/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01