Faculty Learning for Content-Language Integration in Classes Across the Disciplines
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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 professional development sessions, language and content-specialist co-teaching, and 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.
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