Please use this identifier to cite or link to this item: http://hdl.handle.net/2440/128403
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dc.contributor.authorLi, Y.en
dc.contributor.authorCargill, M.en
dc.contributor.authorGao, X.en
dc.contributor.authorWang, X.en
dc.contributor.authorO'Connor, P.en
dc.date.issued2019en
dc.identifier.citationJournal of English for Academic Purposes, 2019; 40:129-140en
dc.identifier.issn1475-1585en
dc.identifier.issn1878-1497en
dc.identifier.urihttp://hdl.handle.net/2440/128403-
dc.description.abstractInterdisciplinary collaboration, i.e., collaboration between language professionals and content specialists, has long been called for as a valuable mechanism for supporting students' academic literacy development. Nevertheless, such partnership, in particular in the form of classroom team-teaching, has been rarely found; and the role of content specialists in a team-taught classroom setting is little known. In this paper, we report an observational case study of how an English-speaking scientist (ecologist) engaged in team-teaching with a language instructor, his long-term collaborator, in an English for Research Publication Purposes (ERPP) course for research students in agronomy at a Chinese university on a teaching visit. Our dataset consisted of 16h of video-recorded classroom team-teaching sessions, observational fieldnotes, and interview data. The data analysis revealed three key dimensions of the scientist's instruction: putting “a scientific spin” on the lecture, advising the novices to do what a scientist does, and illuminating the identity of a scientist. Our study offers a valuable reference for practitioners and administrators who may want to foster interdisciplinary collaboration in their institutional contexts and in particular discipline specialists' active participation in teaching ERPP.en
dc.description.statementofresponsibilityYongyan Li, Margaret Cargill, Xin Gao, Xiaoqing Wang, Patrick O'Connoren
dc.language.isoenen
dc.publisherElevieren
dc.rights© 2019 Elsevier Ltd. All rights reserved.en
dc.subjectInterdisciplinary collaboration; team-teaching; EAP classroom instruction; English for Research Publication Purposes (ERPP); discipline specialists teaching ERPPen
dc.titleA scientist in interdisciplinary team-teaching in an English for Research Publication Purposes classroom: beyond a “cameo role”en
dc.typeJournal articleen
dc.identifier.rmid0030119695en
dc.identifier.doi10.1016/j.jeap.2019.06.005en
dc.identifier.pubid479443-
pubs.library.collectionLinguistics publicationsen
pubs.library.teamDS10en
pubs.verification-statusVerifieden
pubs.publication-statusPublisheden
dc.identifier.orcidCargill, M. [0000-0002-4609-2989]en
dc.identifier.orcidO'Connor, P. [0000-0002-8966-9370]en
Appears in Collections:Linguistics publications

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