Last modified: 2012-05-14
Abstract
Chalmers University of Technology teacher-researchers and colleagues at Cape Peninsula University of Technology, Cape Town, South Africa have been collaborating on a project exploring the affordances and constraints of integrating content and language in higher education (ICLHE) (Wilkinson, 2004; Wilkinson & Zegers, 2008). In a first symposium in Cape Town in January 2011, we explored some of the current theories, methodologies, and findings from content and language partnerships. A second colloquium is organized at Chalmers University of Technology in June 2012 with a specific focus on student learning and the student experience in ICLHE.
Findings from previous research conducted by the project team suggest that the creation of productive institutional discursive spaces transgressing disciplinary boundaries has the potential to bridge the distance between communication specialists and disciplinary specialists (e.g. Jacobs, 2008; Wright, 2006; Räisänen, 2007). In relation to academic literacies research (Lea & Street, 2004) or generic attributes / transferable skills research, we consider a shift away from a 'generic skills model' as critical and support an ICLHE approach in terms of learning discipline-specific academic literacies (Gustafsson, 2011; Jacobs 2007; Wyrley-Birch, 2006). In such a model, collaboration between content lecturers and communication (language) lecturers offers a productive way of generating a discipline-specific discourse perspective in learning activities. We wish to explore the processes of establishing such learning environments in order to optimize ICLHE.
We have designed a workshop in line with an ICLHE perspective promoting this discipline-specific literacy. We would like to focus this workshop on activities and discussions related to the difficulties of assessing data from ICLHE examples and extrapolating from the very many and very impressive examples of ICLHE at course level to the challenge of enhancing ICLHE to include sustainable and recurring ICLHE-components or modules during the entire bachelor and/or master student experience in a variety of scenarios. After an initial activity to share workshop participant experience of ICLHE, we aim to highlight different dimensions (learning outcomes, learning activities, assessment strategies) and rationales (motivation, quality assurance, educational development) for ICLHE. However, the main thrust of the workshop will be to address and share participant issues and challenges in first steps towards ICLHE and the pursuit of sustainable enhancement of initiated interventions through appropriate adaptation of evaluation strategies. Facilitation involves inventory, mind-mapping of opportunities and challenges for participants in their respective contexts, a tentative action plan/the listing of possible actions or activities, and peer comments from fellow participants.References
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