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Integrating Content and Language in Higher Education

From Theory to Practice- Selected papers from the 2013 ICLHE Conference

Edited By Robert Wilkinson and Mary Louise Walsh

Higher education has seen dramatic changes in the past quarter of a century, notably in the language used for instruction. Universities worldwide are increasingly switching to English enabling them to attract a wide student population. This book presents a new collection of original papers showing how universities apply content and language integrated learning to their instructional contexts. The papers highlight the challenges of theory, policy, programme and course design, integration, and teacher and student competences. The diverse international contexts addressing not just English will be of particular interest to university teachers, educational administrators, linguists and others wishing to understand the instructional landscape of higher education today.
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Mapping the terrains of ICLHE: A view from the south


Abstract This paper attempts to map the terrains of ICLHE as it has evolved over the past ten to fifteen years and addresses the frameworks that inform our understandings of ICLHE, as well as the different contextual agendas that drive ICLHE work. Publications from the preceding ICLHE conferences were reviewed, along with data from two international ICLHE colloquia. In offering “a view from the South” I also drew on my own research to which I applied analytical tools from academic literacies research emanating from the UK. The findings indicate that ICLHE researchers and practitioners are drawing on different bodies of knowledge to theorise their work, making it difficult to articulate this research in powerful ways. The paper recommends meta-level theorising of current ICLHE research, across different contexts, to move the field towards a shared ontology and ultimately a more compelling body of knowledge.

Keywords: ICLHE theory; academic literacies; theoretical frameworks; enabling and constraining factors; the south

1.  Introduction

The ICLHE (Integrating Content and Language in Higher Education) terrain has changed much since the first ICLHE conference in 2003, where both the papers and the debates were focussed primarily at the level of practice with little attention to the theorising of this practice. The 2006 ICLHE conference saw a significant change in this regard, with more theorising of practice but still a fair share of untheorised practice-based papers. In attempting to map the terrains of ICLHE I revisited these two conferences because they...

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