Discovering New Dimensions in an Old Task: Higher-Ed Bilingual Professors Learn to Use Lesson Planning for Student´s Educational Success

Abstract

Professors at the Institución Universitaria Colombo Americana (ÚNICA) have aimed to deliver lessons for second language learners which integrate content and language, resulting in an “integrated lesson” design. The Center for Applied Linguistics (Washington, DC) recommends the Sheltered Instruction Observation Protocol (SIOP) as a way of helping teachers plan and deliver integrated lessons. The effectiveness of this protocol has been corroborated on the K-12 level, and now, through action research, we are developing its applicability on the higher education level at ÚNICA. The purpose of this sub-study was to describe professors’ experiences as they were trained in the design and delivery of lessons based on SIOP. After analyzing data, it was found that professors at ÚNICA had some weaknesses such as: a misunderstanding of content and language objectives, a difficulty in selecting verbs when stating objectives and higher order questions, among others. On the other hand, professors did not have any problem stating accurate content concepts and planning meaningful activities. All these are old tasks that teachers are familiar with; however, our research has revealed new dimensions which, if understood rightly, will provide valuable insights for instructors so that their lessons may not ever become monotonous or dry.