Embedding communication in the disciplines: a tale of two faculties

Interrogating a collaborative instructional approach to academic literacy: the missing link in supporting students’ language learning

“…He also found teaching the course a personally rewarding experience as it encouraged him to enquire, experiment, and adapt his teaching to students' needs. Such genre knowledge and practices, and differentiated learning, would appear to have more profound benefits than increased motivation and deepened engagement with content arising from contextualised learning (Jaidev and Chan, 2018) as observed in higher degrees of collaboration. Further studies may be useful for illuminating the differences in effects between different degrees of collaboration.…”

“…Following a relatively long history of close to four decades of published research on a content-language instructional partnership model, the model has continued to receive interest in the United Kingdom and Singapore (e.g., Murray and Nallaya, 2016;Jaidev and Chan, 2018;Wingate, 2018;Wu, Lee and Chan, 2018). Continued interest in deepening an understanding of the barriers to faculty collaboration to optimise student learning is further justified as universities around the world are urged to tear down subject silos as they move forward into a post-Covid-19 world and to equip students with the competency to solve complex real-world problems that defy single-discipline solutions (Tan, 2020).…”

“…Recent studies have identified the benefits and challenges of collaborative academic literacy instruction. Although increased student interest and motivation in academic literacy learning is often reported as a key benefit (e.g., Zhang et al, 2017), studies have cited the lack of reciprocal collaboration from content instructors, and their deficit knowledge and appreciation of language in relation to disciplinary content as frequent barriers to staff engagement (Wingate, Andon and Cogo, 2011;Ng et al, 2014;Murray and Nallaya, 2016;Jaidev and Chan, 2018). What appears to be under-represented is the perspective of the language instructors who taught the programmes.…”

Can we buffer them? Supporting healthy levels of stress and anxiety in first year international students

“…WAC brings the expertise of specialist writing staff to the students, rather than putting the onus on students to seek out writing support. Typically, the writing specialists work with teaching staff within a domain such as business or engineering ( Jaidev & Chan, 2018 ). The goal is to develop writing programs that are tailored to the needs of students within a particular domain ( Palmquist et al, 2020 ).…”

Å bli ein formidlar: læring og identitet i eit praksisfellesskap

“…Vidare spenner dei pedagogiske strategiane frå reine førelesingsseriar til praksisopphald i eksterne redaksjonar. Nokre undervisarar integrerer forskingsformidling som ein del av dei obligatoriske fagemna (Jaidev & Chan, 2018;Johnson et al, 2015;Reynolds et al, 2012), medan andre institusjonar tilbyr eigne emner eller studieprogram for forskingsformidling og vitskapsjournalistikk (McKinnon & Bryant, 2017;Mellor, 2013). Mange medieaktørar tilbyr også frittståande kurs der forskarar får trene på å handtere journalistar eller underhalde publikum frå ei scene.…”