The purpose of this research was to investigate the major patterns in content-based instruction (CBI) lesson plans among practicum teachers at the final stage of an MA TESOL program. One hundred and seven lesson plans were coded according to a typology developed to evaluate clarity and identify areas of potential difficulty in the design of content and language objectives by TESOL teacher candidates for use in PreK–12 ESL classrooms. Participants in our study tended to have more difficulty in designing language objectives than content objectives. There was also a tendency to write language objectives that focused heavily on the four language skills and on vocabulary, and considerably less often on grammatical structures, functions, or language learning strategies.
Stored only when both papers are in the corpus — 79 citations exist upstream.