Special Issue: Collaborating for Content and Language Integrated Learning

  • language, student writing, faculty, collaboration, research methods, case study, writing in the disciplines, Literacy, higher education

Published October 8, 2011

Guest editor: Magnus Gustafsson, Chalmers University of Technology

The issue explores the topic of teacher collaboration in Integrating Content and Language / Content and Language Integrated Learning (ICL/CLIL) and reports on a 2011 colloquium in Cape Town, South Africa. Nine papers explore recurring issues of collaboration in the effort of integrating language and content for disciplinary learning and the development of discourse expertise. Recurring topics include exploring research methodologies, theoretical frameworks, and findings from a range of situated educational contexts. Findings suggest the need for a shared discursive and interdisciplinary space to support the negotiation of collaborative practices and to facilitate the analysis of potential (in)congruencies between the disciplines involved. Findings further emphasize how integrated approaches promote the development of discursive and professional identity and that sustained institutional support is necessary.


Collaborating for Content and Language Integrated Learning: The Situated Character of Faculty Collaboration and Student Learning
Magnus Gustafsson, Andreas Eriksson, Christine Räisänen, and Ann-Charlotte Stenberg, Cecilia Jacobs, Jenny Wright, Bridget Wyrley-Birch, and Chris Winberg
DOI: 10.37514/ATD-J.2011.8.3.09

Research and Development in an ICL Project: A Methodology for Understanding Meaning Making in Economics
Moragh Paxton
DOI: 10.37514/ATD-J.2011.8.3.10

Learning Together: Lessons from a Collaborative Curriculum Design Project
Brenda Leibowitz, Vivienne Bozalek, Ronelle Carolissen, Lindsey Nicholls, Poul Rohleder, Toke Smolders, and Leslie Swartz
DOI: 10.37514/ATD-J.2011.8.3.11

A Case Study of a Research-based Collaboration Around Writing in Social Work
Theresa Lillis and Lucy Rai
DOI: 10.37514/ATD-J.2011.8.3.12

Interdisciplinarity as a Lens for Theorizing Language/Content Partnerships
Marie C. Paretti
DOI: 10.37514/ATD-J.2011.8.3.13

Engineering and Language Discourse Collaboration: Practice Realities
Marcelle Harran
DOI: 10.37514/ATD-J.2011.8.3.14

Learning as Accessing a Disciplinary Discourse: Integrating Academic Literacy into Introductory Physics Through Collaborative Partnership
Delia Marshall, Honjiswa Conana, Rohan Maclons, Mark Herbert, and Trevor Volkwyn
DOI: 10.37514/ATD-J.2011.8.3.15

Issues of Discourse: Exploring Mixed Messages in the Interests of Collaboration
Susan Van Schalkwyk, Juanita Bezuidenhout, Hugo Botha, and Gerrit I. Van Schalkwyk
DOI: 10.37514/ATD-J.2011.8.3.16

Critical Components of Integrating Content and Language in Spanish Higher Education
Immaculada Fortanet-Gómez
DOI: 10.37514/ATD-J.2011.8.3.17

The Disciplinary Literacy Discussion Matrix: A Heuristic Tool for Initiating Collaboration in Higher Education
John Airey
DOI: 10.37514/ATD-J.2011.8.3.18