Please use this identifier to cite or link to this item:
https://hdl.handle.net/2440/128403
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DC Field | Value | Language |
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dc.contributor.author | Li, Y. | - |
dc.contributor.author | Cargill, M. | - |
dc.contributor.author | Gao, X. | - |
dc.contributor.author | Wang, X. | - |
dc.contributor.author | O'Connor, P. | - |
dc.date.issued | 2019 | - |
dc.identifier.citation | Journal of English for Academic Purposes, 2019; 40:129-140 | - |
dc.identifier.issn | 1475-1585 | - |
dc.identifier.issn | 1878-1497 | - |
dc.identifier.uri | http://hdl.handle.net/2440/128403 | - |
dc.description.abstract | Interdisciplinary 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.description.statementofresponsibility | Yongyan Li, Margaret Cargill, Xin Gao, Xiaoqing Wang, Patrick O'Connor | - |
dc.language.iso | en | - |
dc.publisher | Elevier | - |
dc.rights | © 2019 Elsevier Ltd. All rights reserved. | - |
dc.source.uri | http://dx.doi.org/10.1016/j.jeap.2019.06.005 | - |
dc.subject | Interdisciplinary collaboration; team-teaching; EAP classroom instruction; English for Research Publication Purposes (ERPP); discipline specialists teaching ERPP | - |
dc.title | A scientist in interdisciplinary team-teaching in an English for Research Publication Purposes classroom: beyond a “cameo role” | - |
dc.type | Journal article | - |
dc.identifier.doi | 10.1016/j.jeap.2019.06.005 | - |
pubs.publication-status | Published | - |
dc.identifier.orcid | Cargill, M. [0000-0002-4609-2989] | - |
dc.identifier.orcid | O'Connor, P. [0000-0002-8966-9370] | - |
Appears in Collections: | Aurora harvest 8 Linguistics publications |
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