Assessment Criteria for Language Support Pedagogy in Lessons

Language is a system of communication that uses symbols, sounds, or gestures to convey meaning.

It can be:

• Spoken – Using vocal sounds such English, Spanish, Swahili.

• Written – Using letters or symbols such as  alphabets

• Signed – Using hand gestures such as swahili sign, American Sign Language, ASL

• Programming – Formal languages for computer instructions such as  Python, Java, php, C++

Languages have:

• Grammar (rules for structure)

• Vocabulary (words and symbols)

• Syntax (sentence structure)

When assessing Language Support Pedagogy in lessons, educators and evaluators should consider a range of criteria to ensure that instructional strategies effectively meet the linguistic needs of learners, particularly in multilingual or second-language contexts. Below is a structured assessment framework:

Language and Content Objectives

• Clear Objectives: Does the lesson clearly define both content and language
objectives?
• Vocabulary Integration: Are relevant technical, sub-technical, and everyday
vocabularies identified and explicitly taught?

 Lesson Planning & Preparation

• Differentiation: Are language objectives clearly defined alongside content objectives? (e.g., using WIDA, SIOP, or CEFR benchmarks)

• Scaffolding: Does the lesson include tiered vocabulary (high-frequency, academic, and subject-specific terms)?

• Cultural Relevance: Are materials and examples inclusive of diverse linguistic and cultural backgrounds?

Use of Scaffolding Techniques

• Sentence Frames: Structuring sentences to aid language production e.g. setting fill in
the blanks questions
• Paragraph Frame: Structuring paragraphs that guides students in organizing their
ideas and writing coherent notes, using sentence starters and prompts to simplify the
process e.g. Setting a tasks with incomplete sentences for students to complete.
• Chunking and Multi-Step Problem Chunking Techniques: Breaking down
complex tasks into manageable parts. E.g. Modeling step-by-step calculations or
performing an activity
• Modeling: Demonstrating tasks or language use before asking students to perform.
• Gradual Increase in Difficulty: Scaffolding learning by slowly increasing
complexity.
• Word-Rich Environment: Surrounding students with rich vocabulary to enhance
learning. E.g. teaching vocabularies (Norma English words, Sub-technical terms and
technical terms)
• Activating Prior Knowledge: Drawing on students’ previous knowledge to make
new content more accessible.

Instructional Strategies

• Explicit Language Teaching: Does the teacher model correct syntax, pronunciation, and discourse patterns?

• Multimodal Input: Are visual aids, gestures, realia, and technology used to reinforce comprehension?

• Interaction Opportunities: Are there structured pair/group activities (e.g., think-pair-share, jigsaw) to practice language in context?

• Wait Time & Questioning: Does the teacher allow sufficient processing time and use leveled questioning (literal → inferential)?

Incorporation of the Four Domains of Literacy

• Listening and Speaking: Does the lesson include oral questions, discussions, or
verbal problem-solving? Is there an opportunities that learners will interact with
themselves and teacher within the class to foster conversional skills?
• Reading and Writing: Are there activities like note-taking, summarizing, or written
assessments to reinforce comprehension?

 Classroom Environment

• Language-Rich Displays: Are word walls, sentence frames, and anchor charts visible and accessible?

• Encouragement of L1: Is translanguaging permitted where beneficial for comprehension and critical thinking?

• Affective Support: Does the teacher foster a low-anxiety environment that values mistakes as learning opportunities?

Assessment Criteria for Language Support Pedagogy in Lessons

Interactive and Real-Life Applications

• Hands-On Activities: Are there interactive activities, such as demonstrations or real
life applications of concepts?
• Powerful Questions: Are open-ended “why” and “how” questions used to stimulate
21st Century skills that includes communication skills?

Teacher Reflexivity

• Professional Knowledge: Does the teacher demonstrate awareness of SLA theories (e.g., Krashen’s Input Hypothesis, Vygotsky’s ZPD)?

• Adaptability: Can the teacher modify instruction in real-time based on student responses?

Use of Audio-Visual Aids

• Multimodal Resources: Are audio, visual aids (e.g., videos, graphic organizers), and
realia incorporated to support understanding of the subject content and langaue
acquisition?

 Assessment and Feedback

• Formative Assessment: Are informal assessments like peer-assessment, self
assessment, or observation included?
• Comprehension Checks: Are students’ understanding of both language and content
evaluated effectively?