Scenarios for collaboration: Idiosyncratic and ad hoc

Research output: Contribution to journalArticleResearchpeer-review

Abstract

Academic Language and Learning (ALL) work involves collaborations between ALL lecturers and discipline lecturers. Charged with working alongside discipline lecturers to embed academic language and learning within the curriculum, ALL lecturers are faced with negotiating our place within these shared spaces. We identify important factors that shape the success of these collaborations. This includes uncertainties about how much time and information we are given to prepare and teach into the courses, the extent to which our suggestions and comments on the ways content is delivered, or assessments conducted, are welcomed or can be accommodated, and the extent to which we are included in the day to day communications and running of the course. In this paper we reflect on three collaborative teaching experiences involving first-year students. The literature describes different forms of collaborative approaches. Using these as a starting point, we extend our understanding of these practices by identifying and elaborating what we have found to be key dimensions of ALL lecturers and discipline lecturers working together. Personalities, experiences, and individual philosophies of learning of both discipline and ALL lecturers along with practical considerations come into play and contribute to what sometimes feels like an idiosyncratic and ad hoc approach to our work.
Original languageEnglish
Pages (from-to)A-11 - A-19
Number of pages9
JournalJournal of Academic Language and Learning
Volume7
Issue number2
Publication statusPublished - 2013
Externally publishedYes

Keywords

  • academic literacy
  • academic skills development
  • embedded learning
  • team teaching
  • language and learning
  • curriculum
  • collaboration

Cite this

@article{352eca5ffcd84dbf8222c6de7bf30116,
title = "Scenarios for collaboration: Idiosyncratic and ad hoc",
abstract = "Academic Language and Learning (ALL) work involves collaborations between ALL lecturers and discipline lecturers. Charged with working alongside discipline lecturers to embed academic language and learning within the curriculum, ALL lecturers are faced with negotiating our place within these shared spaces. We identify important factors that shape the success of these collaborations. This includes uncertainties about how much time and information we are given to prepare and teach into the courses, the extent to which our suggestions and comments on the ways content is delivered, or assessments conducted, are welcomed or can be accommodated, and the extent to which we are included in the day to day communications and running of the course. In this paper we reflect on three collaborative teaching experiences involving first-year students. The literature describes different forms of collaborative approaches. Using these as a starting point, we extend our understanding of these practices by identifying and elaborating what we have found to be key dimensions of ALL lecturers and discipline lecturers working together. Personalities, experiences, and individual philosophies of learning of both discipline and ALL lecturers along with practical considerations come into play and contribute to what sometimes feels like an idiosyncratic and ad hoc approach to our work.",
keywords = "academic literacy, academic skills development, embedded learning, team teaching, language and learning, curriculum, collaboration",
author = "Shem Macdonald and Britta Schneider and Giselle Kett",
year = "2013",
language = "English",
volume = "7",
pages = "A--11 -- A--19",
journal = "Journal of Academic Language and Learning",
issn = "1835-5196",
number = "2",

}

Scenarios for collaboration : Idiosyncratic and ad hoc. / Macdonald, Shem; Schneider, Britta; Kett, Giselle.

In: Journal of Academic Language and Learning, Vol. 7, No. 2, 2013, p. A-11 - A-19.

Research output: Contribution to journalArticleResearchpeer-review

TY - JOUR

T1 - Scenarios for collaboration

T2 - Idiosyncratic and ad hoc

AU - Macdonald, Shem

AU - Schneider, Britta

AU - Kett, Giselle

PY - 2013

Y1 - 2013

N2 - Academic Language and Learning (ALL) work involves collaborations between ALL lecturers and discipline lecturers. Charged with working alongside discipline lecturers to embed academic language and learning within the curriculum, ALL lecturers are faced with negotiating our place within these shared spaces. We identify important factors that shape the success of these collaborations. This includes uncertainties about how much time and information we are given to prepare and teach into the courses, the extent to which our suggestions and comments on the ways content is delivered, or assessments conducted, are welcomed or can be accommodated, and the extent to which we are included in the day to day communications and running of the course. In this paper we reflect on three collaborative teaching experiences involving first-year students. The literature describes different forms of collaborative approaches. Using these as a starting point, we extend our understanding of these practices by identifying and elaborating what we have found to be key dimensions of ALL lecturers and discipline lecturers working together. Personalities, experiences, and individual philosophies of learning of both discipline and ALL lecturers along with practical considerations come into play and contribute to what sometimes feels like an idiosyncratic and ad hoc approach to our work.

AB - Academic Language and Learning (ALL) work involves collaborations between ALL lecturers and discipline lecturers. Charged with working alongside discipline lecturers to embed academic language and learning within the curriculum, ALL lecturers are faced with negotiating our place within these shared spaces. We identify important factors that shape the success of these collaborations. This includes uncertainties about how much time and information we are given to prepare and teach into the courses, the extent to which our suggestions and comments on the ways content is delivered, or assessments conducted, are welcomed or can be accommodated, and the extent to which we are included in the day to day communications and running of the course. In this paper we reflect on three collaborative teaching experiences involving first-year students. The literature describes different forms of collaborative approaches. Using these as a starting point, we extend our understanding of these practices by identifying and elaborating what we have found to be key dimensions of ALL lecturers and discipline lecturers working together. Personalities, experiences, and individual philosophies of learning of both discipline and ALL lecturers along with practical considerations come into play and contribute to what sometimes feels like an idiosyncratic and ad hoc approach to our work.

KW - academic literacy

KW - academic skills development

KW - embedded learning

KW - team teaching

KW - language and learning

KW - curriculum

KW - collaboration

UR - http://journal.aall.org.au/index.php/jall/article/viewArticle/280

M3 - Article

VL - 7

SP - A-11 - A-19

JO - Journal of Academic Language and Learning

JF - Journal of Academic Language and Learning

SN - 1835-5196

IS - 2

ER -