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Article published In: Journal of Immersion and Content-Based Language Education
Vol. 11:1 (2023) ► pp.90–108

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Disciplinary boundary crossings in collaborative CLIL in higher education

 | Universidad IcesiSantiago de Cali
ORCiD logo with link | Universidad IcesiSantiago de Cali
 | Universidad IcesiSantiago de Cali
 | Universidad IcesiSantiago de Cali
Published online: 31 May 2022
DOI logo with link
https://doi.org/10.1075/jicb.21028.sha
Abstract
This study uses European English as a Medium of Instruction (EMI) experiences and the Boundary Crossings model (Moore, E., Ploettner, J., & Deal, M. (2015). Exploring professional collaboration at the boundary between content and language teaching from a CHAT approach. Ibérica(30), 85–103.Google Scholar logo with link to Google Scholar) as a departure point to inquire and analyse Content Teacher (CT) perspectives about disciplinary boundary crossings in a systematic and collaborative Content and Language Integrated Learning (CLIL) implementation in a private university in Colombia. A semi-structured interview explored the perspectives of ten CTs who collaborated with English as a Foreign Language (EFL) teachers and a language support centre in the design and implementation of CLIL experiences. The data were transcribed, coded and categorised with Atlas.ti. An analysis of the findings led to the formulation of a continuum which shows that four CTs draw strict to moderate boundaries between content and language learning, while the other six perceive these systems as an emerging, integrated whole. Some emergent pedagogical implications are also discussed.
Abstracta
El presente estudio se vale de experiencias de EMI (inglés como medio de instrucción) en Europa y del modelo de cruce de fronteras disciplinarias (Boundary Crossings) de Moore, E., Ploettner, J., & Deal, M. (2015). Exploring professional collaboration at the boundary between content and language teaching from a CHAT approach. Ibérica(30), 85–103.Google Scholar logo with link to Google Scholar como puntos de partida para identificar y analizar las percepciones de profesores de contenido disciplinar sobre el cruce de fronteras en la implementación sistemática y colaborativa de AICLE (Aprendizaje Integrado de Contenidos y Lenguas Extranjeras) en una universidad privada en Colombia. Por medio de entrevistas semiestructuradas se indagaron las percepciones de diez profesores de asignaturas disciplinarias, quienes colaboraron con profesores del Departamento de Idiomas y el Centro de Apoyo para el Aprendizaje de Inglés de la universidad para diseñar e implementar experiencias AICLE en asignaturas de distintos programas académicos. Las entrevistas fueron transcritas, codificadas y categorizadas con Atlas.ti. El análisis de los resultados conllevó a la formulación de un continuum que evidencia que cuatro de los profesores establecen límites estrictos entre el aprendizaje de lengua y de contenido disciplinar, mientras que seis perciben la combinación como un sistema emergente e integrado. Los autores exploran algunas implicaciones pedagógicas del estudio.
Article outline
  • 1.Introduction
  • 2.Literature review
    • 2.1EMI and CLIL
    • 2.2Empirical findings of perspectives on EMI/CLIL and collaboration
  • 3.Research questions
  • 4.The study
    • 4.1The research context
    • 4.2Data collection and analysis
  • 5.Results and discussion
    • 5.1Had the CTs in this study already ventured into EMI/CLIL?
    • 5.2How Do CTs feel about crossing disciplinary boundaries in CLIL?
  • 6.Implications
  • Notes
  • References
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