Teachers of English learners (ELs) often have solid knowledge in education theory and methodology but are challenged with identifying appropriate language demands in the content that they teach and creating language objectives (LOs) that focus on such demands. The document analysis study reported in this article examined the effectiveness of LOs from 60 lesson plans created by teachers enrolled in sheltered English immersion endorsement courses at a university in the northeastern United States to explore their ability to meet ELs’ language needs. The data analysis demonstrated an overemphasis on productive skills, a limited scope of the language target or lack thereof, deficiencies related to language functions, and a tendency to view LOs as lesson activities. Following a discussion of these themes, the authors suggest practical recommendations for teacher educators and teachers to support ELs’ language development and content learning.

中文翻译：

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内容领域教师编写语言目标的挑战：文档分析

英语学习者（EL）的老师通常在教育理论和方法学方面具有扎实的知识，但面临挑战，即要在他们所教授的内容中确定适当的语言要求，并制定针对此类要求的语言目标（LO）。本文报道的文档分析研究检查了60项教学计划中LO的有效性，该计划是由美国东北一所大学的掩蔽式英语浸入式认可课程的教师创建的，旨在探索其满足EL的语言需求的能力。数据分析表明过分强调生产技能，语言目标范围有限或缺乏语言能力，与语言功能有关的缺陷以及倾向于将LO视为课程活动。在讨论了这些主题之后，