From Theory to Practice- Selected papers from the 2013 ICLHE Conference
Edited By Robert Wilkinson and Mary Louise Walsh
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
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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