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Article: A scientist in interdisciplinary team-teaching in an English for Research Publication Purposes classroom: Beyond a 'cameo role'

TitleA scientist in interdisciplinary team-teaching in an English for Research Publication Purposes classroom: Beyond a 'cameo role'
Authors
KeywordsInterdisciplinary collaboration
Team-teaching
EAP classroom instruction
English for Research Publication Purposes (ERPP)
Discipline specialists teaching ERPP
Issue Date2019
PublisherPergamon. The Journal's web site is located at http://www.elsevier.com/locate/jeap
Citation
Journal of English for Academic Purposes, 2019, v. 40, p. 129-140 How to Cite?
AbstractInterdisciplinary collaboration, i.e., collaboration between language professionals and content specialists, has long been called for as a valuable mechanism for supporting students’ academic literacy development. Nevertheless, such partnership, in particular in the form of classroom team-teaching, has been rarely found; and the role of content specialists in a team-taught classroom setting is little known. In this paper, we report an observational case study of how an English-speaking scientist (ecologist) engaged in team-teaching with a language instructor, his long-term collaborator, in an English for Research Publication Purposes (ERPP) course for research students in agronomy at a Chinese university on a teaching visit. Our dataset consisted of 16h of video-recorded classroom team-teaching sessions, observational fieldnotes, and interview data. The data analysis revealed three key dimensions of the scientist’s instruction: putting “a scientific spin” on the lecture, advising the novices to do what a scientist does, and illuminating the identity of a scientist. Our study offers a valuable reference for practitioners and administrators who may want to foster interdisciplinary collaboration in their institutional contexts and in particular discipline specialists’ active participation in teaching ERPP.
Persistent Identifierhttp://hdl.handle.net/10722/272368
ISSN
2017 Impact Factor: 1.42
2015 SCImago Journal Rankings: 1.164
ISI Accession Number ID

 

DC FieldValueLanguage
dc.contributor.authorLi, Y-
dc.contributor.authorCargill, M-
dc.contributor.authorGao, X-
dc.contributor.authorWang, X-
dc.contributor.authorO'Connor, P-
dc.date.accessioned2019-07-20T10:40:56Z-
dc.date.available2019-07-20T10:40:56Z-
dc.date.issued2019-
dc.identifier.citationJournal of English for Academic Purposes, 2019, v. 40, p. 129-140-
dc.identifier.issn1475-1585-
dc.identifier.urihttp://hdl.handle.net/10722/272368-
dc.description.abstractInterdisciplinary collaboration, i.e., collaboration between language professionals and content specialists, has long been called for as a valuable mechanism for supporting students’ academic literacy development. Nevertheless, such partnership, in particular in the form of classroom team-teaching, has been rarely found; and the role of content specialists in a team-taught classroom setting is little known. In this paper, we report an observational case study of how an English-speaking scientist (ecologist) engaged in team-teaching with a language instructor, his long-term collaborator, in an English for Research Publication Purposes (ERPP) course for research students in agronomy at a Chinese university on a teaching visit. Our dataset consisted of 16h of video-recorded classroom team-teaching sessions, observational fieldnotes, and interview data. The data analysis revealed three key dimensions of the scientist’s instruction: putting “a scientific spin” on the lecture, advising the novices to do what a scientist does, and illuminating the identity of a scientist. Our study offers a valuable reference for practitioners and administrators who may want to foster interdisciplinary collaboration in their institutional contexts and in particular discipline specialists’ active participation in teaching ERPP.-
dc.languageeng-
dc.publisherPergamon. The Journal's web site is located at http://www.elsevier.com/locate/jeap-
dc.relation.ispartofJournal of English for Academic Purposes-
dc.subjectInterdisciplinary collaboration-
dc.subjectTeam-teaching-
dc.subjectEAP classroom instruction-
dc.subjectEnglish for Research Publication Purposes (ERPP)-
dc.subjectDiscipline specialists teaching ERPP-
dc.titleA scientist in interdisciplinary team-teaching in an English for Research Publication Purposes classroom: Beyond a 'cameo role'-
dc.typeArticle-
dc.identifier.emailLi, Y: yongyan@hku.hk-
dc.identifier.authorityLi, Y=rp00927-
dc.description.naturelink_to_subscribed_fulltext-
dc.identifier.doi10.1016/j.jeap.2019.06.005-
dc.identifier.scopuseid_2-s2.0-85068058921-
dc.identifier.hkuros298517-
dc.identifier.volume40-
dc.identifier.spage129-
dc.identifier.epage140-
dc.identifier.isiWOS:000475743300012-
dc.publisher.placeUnited Kingdom-

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