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Volume 11, Issue 1
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Abstract

Abstract

This study uses European English as a Medium of Instruction (EMI) experiences and the Boundary Crossings model (Moore et al., 2015) 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.

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/content/journals/10.1075/jicb.21028.sha
2022-05-31
2024-12-11

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/content/journals/10.1075/jicb.21028.sha
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Disciplinary boundary crossings in collaborative CLIL in higher education
Journal of Immersion and Content-Based Language Education 11, 90 (2023); https://doi.org/10.1075/jicb.21028.sha
/content/journals/10.1075/jicb.21028.sha
/content/journals/10.1075/jicb.21028.sha
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  • Article Type: Research Article
Keyword(s): AICLE; AICLE sistemático y colaborativo; CLIL; Colaboración docente; content teacher perspectives; cruce de fronteras disciplinarias; disciplinary boundary crossings; EMI; percepciones de profesores de contenido disciplinar; systematic and collaborative CLIL; teacher collaboration

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