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Article published In:
Journal of English-Medium Instruction
Vol. 3:2 (2024) ► pp.141–163

A framework for language specialist and content teacher collaboration in Turkish EMI university settings

The collaborative planning tool

ORCID logo | University of Oxford
Although the efficacy levels of interdisciplinary teacher collaboration attained at pre-university level are well documented, research in higher education contexts is still scarce. Macaro et al. (2016) earlier reported on a quasi-experimental intervention project conducted in Türkiye with an objective to promote collaboration between nine pairs of English language specialists and content teachers from four universities, and the analyses of the pre- and post-intervention interviews suggested that this sort of collaboration can be highly beneficial. This paper, however, puts the research tool, the Collaborative Planning Tool (CPT), into perspective by describing a learning-centred approach to research design as a way to better understand interdisciplinary teacher collaboration. By re-examining the extant research data (audio-recorded discussions of 72 collaborative planning sessions), this paper presents new findings (clustered under three emerging themes: use of the CPT; interplay between language and content; and the role of feedback in lesson planning), suggesting that the CPT can provide an effective framework for interdisciplinary teacher collaboration in EMI university settings. A discussion of the concept of quality in EMI is also presented.
Keywords: interdisciplinary teacher collaboration, English-medium instruction, higher education, socio-cultural theory of learning, EMI quality
Article outline
  • Introduction
  • Theoretical background of the intervention and the CPT
  • The position of English language teaching in EMI university contexts
  • Contexts of EMI and interdisciplinary teacher collaboration
  • The intervention project
    • Methodology
    • Research instrument
    • Procedure
  • Findings
    • Use of the CPT
    • Interplay between language and content
    • Role of feedback in lesson planning
  • Discussions and limitations
  • Conclusion
  • Acknowledgements
  • Notes
  • References
Available under the Creative Commons Attribution (CC BY) 4.0 license.

For any use beyond this license, please contact the publisher at [email protected].

Published online: 19 March 2024
DOI logo
https://doi.org/10.1075/jemi.23004.aki
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