Becoming “Language-Aware“ in ICLHE
In this paper, we present a cross-disciplinary collaboration model inspired by collaborative action research (CAR) developed at a computer science department at a University of Applied Sciences in Austria. We outline the roles which language teachers at the institution and external collaborators (t...
| Main Authors: | , , |
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| Format: | Article |
| Language: | Catalan |
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Universitat Autònoma de Barcelona
2022-07-01
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| Series: | CLIL Journal of Innovation and Research in Plurilingual and Pluricultural Education |
| Subjects: | |
| Online Access: | https://revistes.uab.cat/clil/article/view/81 |
| _version_ | 1827880954823180288 |
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| author | Petra Kletzenbauer Ulla Fürstenberg Margit Reitbauer |
| author_facet | Petra Kletzenbauer Ulla Fürstenberg Margit Reitbauer |
| author_sort | Petra Kletzenbauer |
| collection | DOAJ |
| description |
In this paper, we present a cross-disciplinary collaboration model inspired by collaborative action research (CAR) developed at a computer science department at a University of Applied Sciences in Austria. We outline the roles which language teachers at the institution and external collaborators (teacher educators and language specialists) play in creating a space of trust for the professional development of content specialists.
Recent research (e.g. Zappa-Hollman, 2018) has called for such collaborative partnerships between language and content specialists to raise awareness among English Medium Instruction (EMI) practitioners and stakeholders that language is “the crucial semiotic resource to [...] facilitate conceptualization and problem solving in specific disciplines” (Yuan, 2021, p. 2). This demand for an integrative approach which takes the interplay of language and content into consideration has not yet received sufficient attention, neither at the institutional level nor at the level of individual teachers (Zappa-Hollman, 2018). Innovative approaches are clearly needed to improve the quality of ICLHE teaching (Kim et al., 2018).
The generally positive reactions of the content teachers to the Trust Model of Cross-Disciplinary Collaboration suggest that it can contribute to improving their understanding of the epistemic function of language and their Integrating Content and language in Higher Education (ICLHE) teaching practice.
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| first_indexed | 2024-03-12T18:30:57Z |
| format | Article |
| id | doaj.art-5043c18ff1894195ba85f372bb29cbfd |
| institution | Directory Open Access Journal |
| issn | 2604-5893 2604-5613 |
| language | Catalan |
| last_indexed | 2024-03-12T18:30:57Z |
| publishDate | 2022-07-01 |
| publisher | Universitat Autònoma de Barcelona |
| record_format | Article |
| series | CLIL Journal of Innovation and Research in Plurilingual and Pluricultural Education |
| spelling | doaj.art-5043c18ff1894195ba85f372bb29cbfd2023-08-02T08:18:54ZcatUniversitat Autònoma de BarcelonaCLIL Journal of Innovation and Research in Plurilingual and Pluricultural Education2604-58932604-56132022-07-015210.5565/rev/clil.81Becoming “Language-Aware“ in ICLHEPetra Kletzenbauer0Ulla Fürstenberg 1Margit Reitbauer2University of Applied Sciences FH JOANNEUMGraz UniversityUniversity of Graz In this paper, we present a cross-disciplinary collaboration model inspired by collaborative action research (CAR) developed at a computer science department at a University of Applied Sciences in Austria. We outline the roles which language teachers at the institution and external collaborators (teacher educators and language specialists) play in creating a space of trust for the professional development of content specialists. Recent research (e.g. Zappa-Hollman, 2018) has called for such collaborative partnerships between language and content specialists to raise awareness among English Medium Instruction (EMI) practitioners and stakeholders that language is “the crucial semiotic resource to [...] facilitate conceptualization and problem solving in specific disciplines” (Yuan, 2021, p. 2). This demand for an integrative approach which takes the interplay of language and content into consideration has not yet received sufficient attention, neither at the institutional level nor at the level of individual teachers (Zappa-Hollman, 2018). Innovative approaches are clearly needed to improve the quality of ICLHE teaching (Kim et al., 2018). The generally positive reactions of the content teachers to the Trust Model of Cross-Disciplinary Collaboration suggest that it can contribute to improving their understanding of the epistemic function of language and their Integrating Content and language in Higher Education (ICLHE) teaching practice. https://revistes.uab.cat/clil/article/view/81collaborative action research (CAR)language awarenessTrust Model of Cross-Disciplinary CollaborationIntegrating Content and language in Higher Education (ICLHE) |
| spellingShingle | Petra Kletzenbauer Ulla Fürstenberg Margit Reitbauer Becoming “Language-Aware“ in ICLHE CLIL Journal of Innovation and Research in Plurilingual and Pluricultural Education collaborative action research (CAR) language awareness Trust Model of Cross-Disciplinary Collaboration Integrating Content and language in Higher Education (ICLHE) |
| title | Becoming “Language-Aware“ in ICLHE |
| title_full | Becoming “Language-Aware“ in ICLHE |
| title_fullStr | Becoming “Language-Aware“ in ICLHE |
| title_full_unstemmed | Becoming “Language-Aware“ in ICLHE |
| title_short | Becoming “Language-Aware“ in ICLHE |
| title_sort | becoming language aware in iclhe |
| topic | collaborative action research (CAR) language awareness Trust Model of Cross-Disciplinary Collaboration Integrating Content and language in Higher Education (ICLHE) |
| url | https://revistes.uab.cat/clil/article/view/81 |
| work_keys_str_mv | AT petrakletzenbauer becominglanguageawareiniclhe AT ullafurstenberg becominglanguageawareiniclhe AT margitreitbauer becominglanguageawareiniclhe |