{"title":"在ICLHE中成为“语言意识”","authors":"P. Kletzenbauer, U. Fürstenberg, M. Reitbauer","doi":"10.5565/rev/clil.81","DOIUrl":null,"url":null,"abstract":"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.\nRecent 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).\nThe 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.","PeriodicalId":34505,"journal":{"name":"CLIL Journal of Innovation and Research in Plurilingual and Pluricultural Education","volume":null,"pages":null},"PeriodicalIF":0.0000,"publicationDate":"2022-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Becoming “Language-Aware“ in ICLHE\",\"authors\":\"P. Kletzenbauer, U. Fürstenberg, M. Reitbauer\",\"doi\":\"10.5565/rev/clil.81\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"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.\\nRecent 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).\\nThe 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.\",\"PeriodicalId\":34505,\"journal\":{\"name\":\"CLIL Journal of Innovation and Research in Plurilingual and Pluricultural Education\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2022-07-29\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"CLIL Journal of Innovation and Research in Plurilingual and Pluricultural Education\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.5565/rev/clil.81\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"CLIL Journal of Innovation and Research in Plurilingual and Pluricultural Education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.5565/rev/clil.81","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
引用次数: 0
摘要
在本文中,我们提出了一种跨学科的协作模式,其灵感来自于奥地利应用科学大学计算机科学系开发的协作行动研究(CAR)。我们概述了机构内的语言教师和外部合作者(教师教育者和语言专家)在为内容专家的专业发展创造信任空间方面所扮演的角色。最近的研究(如Zappa-Hollman, 2018)呼吁语言和内容专家之间建立这种合作伙伴关系,以提高英语媒介教学(EMI)从业者和利益相关者的意识,即语言是“[…][促进特定学科的概念化和问题解决](Yuan, 2021,第2页)。这种对考虑语言和内容相互作用的综合方法的需求,无论是在机构层面还是在教师个人层面,都没有得到足够的重视(Zappa-Hollman, 2018)。显然,提高ICLHE教学质量需要创新方法(Kim et al., 2018)。内容教师对跨学科合作信任模式的普遍积极反应表明,它有助于提高他们对语言认知功能的理解,有助于他们在高等教育教学实践中整合内容和语言。
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.