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Language matters : developing educators’ expertise for English learners in linguistically diverse communities / Amy J. Heinke, Aimee Papola-Ellis.
// Language, Culture and Curriculum Vol.32, No 1/2019 UK : Taylor & Francis Group, 2019.p. 63-77 ; 26 cm.The population of English learners (ELs) continues to grow in schools across the United States and around the world. In this article, we share one urban university’s collaborative approach to building educational capacity for cultural and linguistic diversity through professional development efforts that brought together stakeholders from classrooms, schools, communities, and districts. This grant-funded project aimed to build educator expertise to effectively support and positively influence students’ language development and disciplinary learning. Grounded in sociocultural theory, we used an apprenticeship framework of teacher development, strategically planning and implementing collaborative capacity building efforts to foster learning across individual, interpersonal, and institutional planes. In this paper, we share the results of professional development efforts across three years of this project, drawing from observation, interview, and focus group data. Findings indicate that classroom-, school-, and district-level educators developed knowledge of discipline-specific language development, pedagogical skills for effective EL teaching and learning, and leadership abilities to positively shape institutional responses to their culturally and linguistically diverse student populations. Implications focus on fostering teacher professionalism through bottom-up development of EL-specific expertise and expanded opportunities for leadership.
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Phương pháp giảng dạy hợp tác giữa giảng viên tiếng Anh và giảng viên chuyên ngành: một hoạt động phát triển chuyên môn / Hà Thanh Hải, Nguyễn Thị Thu Hiền
// Tạp chí khoa học Ngoại ngữ Số 76/2023 Tr.35 - 45 English as a medium of instruction (EMI) has been popularly applied in higher education contexts in Vietnam. EMI lecturers have to face many challenges in terms of language proficiency and content knowledge. This qualitative study aims to examine how much the English for Specific Purposes (ESP) and content lecturers collaborate to help each other overcome such difficulties in the EMI context. Interviews were conducted with seven EMI lecturers at a university in Central Vietnam. The findings showed that there was a lack of collaboration between ESP and EMI lecturers although the participants were aware of its necessity as one of the best solutions for enhancing both English competence and content knowledge. The study also suggests some ways to practice continuous collaboration as a professional development activity. Keywords: English as a Medium of Instruction (EMI), ESP lecturer, EMI lecturer, collaboration, professional development.
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