Based on a longitudinal study of an international educational programme in English as the participants’ lingua franca, this chapter argues for ‘integrative explaining’ as a new construct that offers direct access to analysing content and language integrated learning at the micro-level. A detailed discourse-pragmatic analysis of twelve lessons spread over two years in this tertiary classroom community of practice has revealed distinct patterns of explaining subject-specific versus general terms and expressions. The results offer new and revealing insights into, firstly, the community-specific discursive ‘principle of joint forces’ and, secondly, the different activation of subject- vs. language expertise in discursively integrating new concepts into already shared knowledge.
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2022. Granice języka polskiego. Postawy wykładowców akademickich wobec kompetencji językowych studentów ukraińskich w kontekście migracji edukacyjnych do Polski. Studia Migracyjne – Przegląd Polonijny 48:1 (183) ► pp. 157 ff.
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Dafouz, Emma & Ute Smit
2020. Researching EMEMUS. In ROAD-MAPPING English Medium Education in the Internationalised University, ► pp. 71 ff.
2020. What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education 45:11 ► pp. 2149 ff.
Sidorenko, Tatiana & Svetlana Rybushkina
2020. CLIL Pedagogy. In Examining Content and Language Integrated Learning (CLIL) Theories and Practices [Advances in Educational Technologies and Instructional Design, ], ► pp. 118 ff.
Tsuchiya, Keiko
2020. Conclusion: ELF Research as a Pedagogic Device. In English as a Lingua Franca in Japan, ► pp. 335 ff.
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Sundqvist, Pia & Liss Kerstin Sylvén
2016. Twenty-First Century L2 English Teacher Competencies. In Extramural English in Teaching and Learning, ► pp. 215 ff.
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2015. Language alternation and language norm in vocational content and language integrated learning. The Language Learning Journal 43:3 ► pp. 271 ff.
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2015. Teaching through ELF at International Post-Secondary Institutions: A Case Study at United World Colleges. In International Perspectives on English as a Lingua Franca, ► pp. 159 ff.
Westerholm, Kirsi & Anne Räsänen
2015. Sharing and promoting disciplinary competences for university teaching in English: voices from the University of Jyväskylä language centre’s TACE programme. In Voices of pedagogical development – Expanding, enhancing and exploring higher education language learning, ► pp. 131 ff.
Hu, Guangwei, Linna Li & Jun Lei
2014. English-medium instruction at a Chinese University: rhetoric and reality. Language Policy 13:1 ► pp. 21 ff.
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