Collaboration between EAP teachers and content teachers: Insights from the literature for the Chinese context
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Partnership with content teachers is sought after by EAP practitioners working in many contexts. However, such a partnership has not been a common phenomenon in EAP practice. In the Chinese context, the traditional institutional structure which maintained compartmentalization of disciplines did not encourage language-content dialogue. A review of the relevant (English-medium) literature would be timely as insights can be derived to inform the praxis in the Chinese context. For this purpose, in this review article, I aim to illuminate some literature-derived themes that seem particularly relevant for the Chinese context. The article will conclude with a consideration of the implications of these insights for the Chinese context.
2018 ◽
Vol 8
(1)
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pp. 368
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1982 ◽
Vol 99
◽
pp. 605-613
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1966 ◽
Vol 24
◽
pp. 348-349
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2020 ◽
Vol 5
(4)
◽
pp. 1026-1038
2020 ◽
Vol 5
(6)
◽
pp. 1767-1775
2017 ◽
Vol 2
(12)
◽
pp. 40-54
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