Faculty Learning for Content-Language Integration in Classes across the Disciplines
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| Title: | Faculty Learning for Content-Language Integration in Classes across the Disciplines |
|---|---|
| Language: | English |
| Authors: | Jennifer Haan, Colleen Gallagher |
| Source: | Journal of the Scholarship of Teaching and Learning. 2025 25(2):66-79. |
| Availability: | Indiana University. 107 South Indiana Avenue, Bryan Hall 203B, Bloomington, IN 47405. Tel: 317-274-5647; Fax: 317-278-2360; e-mail: josotl@iu.edu; Web site: https://scholarworks.iu.edu/journals/index.php/josotl |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Faculty Development, Content and Language Integrated Learning, Bilingual Education, Multilingualism, Foreign Students, Team Teaching, Intensive Language Courses, Teacher Collaboration, College Faculty |
| ISSN: | 1527-9316 |
| Abstract: | Global student mobility and universities' commitment to diversity, equity, and inclusion require shifts in teaching practices. This qualitative study in the United States Midwest context examines instructor learning in an innovative faculty development program consisting of (1) professional development sessions, (2) language and content-specialist co-teaching, and (3) experience with dedicated multilingual international student course sections. Instructors participated in faculty development sessions in the summer and then co-taught dedicated course sections with experienced English language instructors. Investigators conducted document review, interviews, and class observations to gauge learning. The four instructors of first-year visual arts, philosophy, religions studies, and history courses for multilingual international students all made changes to their materials and assessments, but uptake of new instructional practices was less even. Participants and investigators recognized that the combined influence of all three components of the faculty development program together drove learning. Implications for faculty development, administrative support, and course composition are discussed. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1478356 |
| Database: | ERIC |
| FullText | Links: – Type: pdflink Url: https://content.ebscohost.com/cds/retrieve?content=AQICAHj0k_4E0hTGH8RJwT4gCJyBsGNe_WN95AvKlDbXJGqwxwGaVvhFzUbjFB3Fad2D29qtAAAA4zCB4AYJKoZIhvcNAQcGoIHSMIHPAgEAMIHJBgkqhkiG9w0BBwEwHgYJYIZIAWUDBAEuMBEEDAkAtk1dvX5a49y9aAIBEICBm09gSoAx1sQi3Lcg9ah9JJ6GktWVSXr6CliCLdPXRP1_PrxtdlJwWS4K3FX84YIywwTzeBK1O4oFqLJbPlSeLY3aKGiy755p4FpMMVTHeemLMny4hmzZY304-2U8WLzNF4rrhOPTt8qE9ZqiSbyn_0YVoJdSb3FIBF1elPg0pyF1hI_Ff_VfUaj_nYacytCilTyPXuyonATgwYCE Text: Availability: 0 CustomLinks: – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1478356 Name: ERIC Full Text Category: fullText Text: Full Text from ERIC |
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| Items | – Name: Title Label: Title Group: Ti Data: Faculty Learning for Content-Language Integration in Classes across the Disciplines – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Jennifer+Haan%22">Jennifer Haan</searchLink><br /><searchLink fieldCode="AR" term="%22Colleen+Gallagher%22">Colleen Gallagher</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22Journal+of+the+Scholarship+of+Teaching+and+Learning%22"><i>Journal of the Scholarship of Teaching and Learning</i></searchLink>. 2025 25(2):66-79. – Name: Avail Label: Availability Group: Avail Data: Indiana University. 107 South Indiana Avenue, Bryan Hall 203B, Bloomington, IN 47405. Tel: 317-274-5647; Fax: 317-278-2360; e-mail: josotl@iu.edu; Web site: https://scholarworks.iu.edu/journals/index.php/josotl – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: Y – Name: Pages Label: Page Count Group: Src Data: 14 – Name: DatePubCY Label: Publication Date Group: Date Data: 2025 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Journal Articles<br />Reports - Research – Name: Audience Label: Education Level Group: Audnce Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink> – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Faculty+Development%22">Faculty Development</searchLink><br /><searchLink fieldCode="DE" term="%22Content+and+Language+Integrated+Learning%22">Content and Language Integrated Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Bilingual+Education%22">Bilingual Education</searchLink><br /><searchLink fieldCode="DE" term="%22Multilingualism%22">Multilingualism</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Students%22">Foreign Students</searchLink><br /><searchLink fieldCode="DE" term="%22Team+Teaching%22">Team Teaching</searchLink><br /><searchLink fieldCode="DE" term="%22Intensive+Language+Courses%22">Intensive Language Courses</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Collaboration%22">Teacher Collaboration</searchLink><br /><searchLink fieldCode="DE" term="%22College+Faculty%22">College Faculty</searchLink> – Name: ISSN Label: ISSN Group: ISSN Data: 1527-9316 – Name: Abstract Label: Abstract Group: Ab Data: Global student mobility and universities' commitment to diversity, equity, and inclusion require shifts in teaching practices. This qualitative study in the United States Midwest context examines instructor learning in an innovative faculty development program consisting of (1) professional development sessions, (2) language and content-specialist co-teaching, and (3) experience with dedicated multilingual international student course sections. Instructors participated in faculty development sessions in the summer and then co-taught dedicated course sections with experienced English language instructors. Investigators conducted document review, interviews, and class observations to gauge learning. The four instructors of first-year visual arts, philosophy, religions studies, and history courses for multilingual international students all made changes to their materials and assessments, but uptake of new instructional practices was less even. Participants and investigators recognized that the combined influence of all three components of the faculty development program together drove learning. Implications for faculty development, administrative support, and course composition are discussed. – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: DateEntry Label: Entry Date Group: Date Data: 2025 – Name: AN Label: Accession Number Group: ID Data: EJ1478356 |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1478356 |
| RecordInfo | BibRecord: BibEntity: Languages: – Text: English PhysicalDescription: Pagination: PageCount: 14 StartPage: 66 Subjects: – SubjectFull: Faculty Development Type: general – SubjectFull: Content and Language Integrated Learning Type: general – SubjectFull: Bilingual Education Type: general – SubjectFull: Multilingualism Type: general – SubjectFull: Foreign Students Type: general – SubjectFull: Team Teaching Type: general – SubjectFull: Intensive Language Courses Type: general – SubjectFull: Teacher Collaboration Type: general – SubjectFull: College Faculty Type: general Titles: – TitleFull: Faculty Learning for Content-Language Integration in Classes across the Disciplines Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Jennifer Haan – PersonEntity: Name: NameFull: Colleen Gallagher IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Type: published Y: 2025 Identifiers: – Type: issn-electronic Value: 1527-9316 Numbering: – Type: volume Value: 25 – Type: issue Value: 2 Titles: – TitleFull: Journal of the Scholarship of Teaching and Learning Type: main |
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