Exploring professional collaboration at the boundary between content and language teaching from a CHAT approach
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How to Cite

Moore, E., Ploettner, J., & Deal, M. (2015). Exploring professional collaboration at the boundary between content and language teaching from a CHAT approach. Ibérica, (30), 85–104. Retrieved from https://www.revistaiberica.org/index.php/iberica/article/view/731

Abstract

Different ways in which the integration of content and language emerges within
higher education language policies and classroom teaching and learning are well
studied in the literature, as are methods and techniques that could be useful in
classrooms to scaffold the accomplishment of dual learning objectives. However
very little attention has been paid to exploring the complexities emerging during
collaboration at the boundary between teaching professionals from different
areas of expertise, and this is potentially even more so in higher education.
Attending to this gap, this article presents the first results of a professional
development experience being carried out at a Catalan university promoting
English medium instruction, which aimed at increasing collaboration between
language and subject lecturers at the boundary of content and language teaching
across degree programs. The experience involved formalised pairing-up of
content and language specialists working within the same degree program for
focussed discussion on the planning and implementation of their respective
subjects. The experience provides insight into teacher cognition – or what
teachers think, know, and believe, and the relationship this potentially has with
their classroom action – and into how interdisciplinary dialogue may be
supported to prompt its transformation.

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