Abstracts
Abstract
This qualitative case study explores the experiences of content faculty (CF) participating in interdisciplinary collaborations for Content and Language Integrated Learning (CLIL) in Canadian higher education. Using an ecological lens, this study examines the motivations, enactments, and contextual factors shaping agency across three disciplinary cases. Data from semi-structured interviews reveal that collaborative dynamics and the enactment of agency are shaped by disciplinary expertise, interpersonal relationships, and the interplay of personal histories, future aspirations, institutional structures, and professional contexts within the ecologies of these partnerships. They underscore the importance of recognizing faculty contributions and addressing institutional barriers to strengthen collaborative efforts. In addition to extending CLIL research beyond predominantly European and Asian contexts, the findings offer insights into how institutions can better support the language and literacy development of their multilingual students.
Keywords:
- Content and Language Integrated Learning (CLIL),
- interdisciplinary collaborations,
- agency,
- Canadian higher education,
- faculty engagement
Résumé
Cette étude de cas qualitative explore les expériences des enseignants de disciplines non linguistiques (DNL) qui participent dans des collaborations interdisciplinaires pour l’apprentissage intégré du contenu et de la langue (AICL) au sein de l’enseignement supérieur canadien. Abordée sous un angle écologique, cette étude examine les motivations, les mises en oeuvre et les facteurs contextuels qui structurent l’agentivité (c’est à dire le pouvoir d’agir dans un environnement institutionnel donné) des enseignants dans trois cas disciplinaires. Les données recueillies lors d’entretiens semi-structurés révèlent que la dynamique collaborative et la mise en oeuvre de leur agentivité sont influencés par leur expertise disciplinaire, les relations interpersonnelles et l’interaction entre les histoires personnelles, les aspirations futures, les structures institutionnelles et les contextes professionnels au sein de l’écosystème de ces partenariats. Ces résultats mettent en évidence l’importance de reconnaître les contributions du corps enseignant et le besoin de contrer les obstacles institutionnels afin de renforcer les efforts de collaboration. Outre l’élargissement de la recherche sur l’AICL au-delà des contextes principalement européens et asiatiques, les résultats offrent des perspectives sur la manière dont les établissements peuvent mieux soutenir le développement linguistique et de l’alphabétisation de leurs élèves multilingues.
Mots-clés :
- Apprentissage intégré du contenu et de la langue (AICL),
- collaborations interdisciplinaires,
- agentivité,
- enseignement supérieur canadien,
- engagement du corps enseignant
Appendices
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