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    Blocs modulaires pour une formation enseignante sensible à la dimension linguistique
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    Observation criteria

Building blocks for planning language-sensitive teacher education

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Looking at classroom teaching


Reviewing lesson observation assignments


A vignette


A selection of language-sensitive lesson observation criteria


Further questions for reflection

A selection of language-sensitive lesson observation criteria

This section contains a selection of criteria in the form of observable teacher behaviours which can be used for observing, reflecting on and discussing language-sensitive elements during lesson observation. The criteria below have been selected and translated into English from a Dutch framework for language-oriented vocational education (Herder & Pleumeekers, 2022; based on Van Eerde et al., 2006).

Interaction

    Asking questions
  1. asks different kinds of questions (descriptive, ordering, explanatory, evaluating)
  2. asks open questions
  3. asks real questions
    4. Eliciting answers
  4. attends to turn-taking
  5. gives learners time to think and to formulate their answers
  6. listens attentively to the input [response]
    7. Instructions for assignments
  7. explains goals
  8. indicates what learners should do in a task
  9. explains how learners should carry out the task
    10. Guidance during the execution of assignments
  10. gives learners time to get going
  11. invites questions
  12. offers support with their formulation [of responses]
    13. Debriefing after assignments
  13. refers back to aims
  14. evaluates the process
  15. sums up outcomes
    16. Varying interaction
  16. varies the focus of class conversations, group work and individual conversations [in pairs]
  17. switches between everyday language and academic or subject language
References

(Selected and translated from Herder, A., Pleumeekers, J. (2022). Handreiking kijkwijzers taalgericht vakonderwijs (Observation Guidance for Language-oriented Vocational Education) Amersfoort: SLO. Based on the earlier Kijkwijzer voor taalgericht vakonderwijs ('Observation guide for language-oriented content teaching') by van Eerde et al 2006. 

Users can also refer to the following: Language-sensitive teaching of so-called non-language subjects: a checklist (Appendix 3 in Beacco et al. 2016, 133-138).


Language support

    Language resources
  1. makes the language goals explicit (at the beginning of the lesson)
  2. gives attention to the language goals (during the lesson)
  3. evaluates the language goals (at the end of the lesson)
    4. Use of understandable language
  4. speaks calmly and articulates clearly
  5. encourages students to bring in their own words and expressions or concepts, including from other (first) languages
  6. adapts language use to the learners' language level (shorter sentences, explaining words, putting emphasis, etc.)
  7. pays attention to difficult words
  8. gives support when learners are reading texts
  9. checks own comprehensibility
  10. checks whether learners understand textual material
  11. provides visual support on board, on paper or via audiovisual means (schematic diagrams, pictures, film, etc.)
    12. Feedback on language use
  12. provides corrective and explicit feedback on learners' language use
  13. repeats examples of good language use by learners
  14. helps the learners to formulate their language, and reformulates learners' language
  15. gives examples of the intended use of language by demonstrating how to move from everyday language to academic and specialist language
    16. Support for language-rich tasks
  16. explains how to approach language tasks (language learning strategies)
  17. points out linguistic features of the text type/genre (e.g. an instruction or a speech)
  18. provides clues while learners are reading, listening, writing or speaking
  19. offers learners language tools (e.g. a glossary, reading tips, a writing frame, a speaking frame)
    20. Help with language
  20. responds appropriately to learners with different language needs
  21. helps individual learners with problems related to academic and/or subject language
  22. asks learners to clarify what they have said or written
  23. encourages plurilingual learners to use their first languages to learn and understand new material

TASK A  Ask pre-service teachers / in-service teachers to compare the list of criteria with the criteria they formulated during the previous scenario-related task, asking themselves questions such as:

  • What was missing in my/our criteria?
  • What is particularly important?

They can then identify some criteria or descriptors that they would like to add.

TASK B In your context, would lists like the one above be useful to students in their lesson observation?

Could they be adapted for peer observation or learner feedback? If so, how exactly?

TASK C In your context, would you suggest that pre-service teachers use criteria like these in preparing their lessons and in assessing their own teaching?

If not, what alternative resources could be offered to pre-service teachers help ensure that their own teaching practice is language-sensitive?