Bridging Content And Language Instruction Through Teacher Collaboration

Résumé: This study seeks to probe the extent of the professional symbiosis between content and language teachers in the Algerian university. Recently, the Algerian Higher Education (HE) has witnessed a sweeping change in which English was implemented as a Medium of Instruction (EMI), adopting Content and Language Integrated Learning (CLIL) approach. The successful implementation of CLIL demands a set of prerequisites to ensure the attainment of its objectives. One of these major essentials is the collaboration between content and language teachers. To collect data, a case study was undertaken using an interview as an instrument of research with 15 content and language teachers from an Algerian university. The obtained results revealed that there is a limited partnership between them, almost confined to informal joint lesson planning. As recommendations that improve the synergy between teachers, the researchers underscore on regular communication, joint lesson planning, team teaching, reflective praxis, and professional development opportunities.

Publié dans la revue: مجلة روافد للدراسات و الأبحاث العلمية في العلوم الاجتماعية والإنسانية