Disciplinary literacies as a nexus for content and language teacher practice

Book chapter, 2021

This book is guided by two primary objectives, namely to “foster … reflection on the importance of paying attention to language in EMI experiences” and “to translate research findings into practice so that teachers find themselves in a stronger position to make optimal choices in their everyday teaching” (Lasagabaster & Doiz, this volume, p. 00). These objectives are supported by the inclusion of a final section in each chapterarticulating specific recommendations for EMI teacher practice. We will use this space to focus attention on these practical recommendations.
 
The objective for this epilogue is thus consistent with the overarching purpose of the book: engaging readers in further discussion of what these recommendations regarding language (broadly speaking) mean for EMIpractice. Our discussion here is facilitated by viewing these recommendations through the theoretical lens of disciplinary discourse and disciplinary literacy (Airey, 2011, 2012, 2020; Airey & Linder, 2009; Airey et al.,2017; Becher, 1987; Linder, 2013).