Same Course, Different Teaching? Exploring ‘Collaborative Teaching’ of Academic Writing at Higher Education through Reciprocal Journaling
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Published:
Dec 26, 2018
Keywords:
Collaborative teaching English for academic purposes academic writing reciprocal journal
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Abstract
This study examines collaborative teaching through the thematic analysis of reciprocal journals kept by the researchers of this study. The researchers were instructors for a graduate-level academic writing course taught to different groups of international students at a university in Singapore. The journal entries were written on a shared Google word file throughout the semester (12 weeks). The scope of the journal was kept broad, in that the instructors could reflect on any issue pertinent to the classes they taught. This was to ensure that the notion of collaboration can be comprehensively understood, as a classroom setting involves multiple entities. The thematic analysis was grounded in our aim to understand collaboration. Different themes that were identified are a common goal, realization of issues, different (pedagogical approaches) for the same goal, and collaboration with students. These themes indicate that collaboration can be achieved implicitly in different class settings, that is, the mutual acceptance of diverse teaching principles and practice relevant to his or her own teaching and learning environment, but geared towards the same goal. Based on these themes, other pertinent issues are also discussed, such as the role of students and the teaching of English in higher education. Implications for pedagogy and research are also provided.
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Loo, D. B., & Ching, E. (2018). Same Course, Different Teaching? Exploring ‘Collaborative Teaching’ of Academic Writing at Higher Education through Reciprocal Journaling. Journal of Studies in the English Language, 13(2), 67–118. Retrieved from https://so04.tci-thaijo.org/index.php/jsel/article/view/148780
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References
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Barkhuizen, G. (2016). Narrative approaches to exploring language, identity and power in language teacher education. RELC Journal, 47(1), 25-42.
Bacharach, N., Heck, T. W., & Dahlberg, K. (2008). Co-teaching in higher education. Journal of College Teaching & Learning, 5(3), 9-16.
Barhuizen, G., Benson, P., & Chik, A. (2014). Narrative Inquiry in Language Teaching and Teaching Research. Great Britain: Routledge.
Barkhuizen, G. (2011). Narrative knowledging in TESOL. TESOL Quarterly, 45(3), 391-414.
Bell, A. B., & Baecher, L. (2012). Points on a continuum: ESL teachers reporting on collaboration. TESOL Journal, 3(3), 488-515.
Bell, J. B. (2002). Narrative inquiry: More than just telling stories. TESOL Quarterly, 36(2), 207-213.
Benson, P. (2014). Narrative inquiry in applied linguistics research. Annual Review of Applied Linguistics, 34, 154-170.
Bolton, K., Botha, W., & Bacon-Shone, J. (2017). English-medium instruction in Singapore higher education: policy, realities and challenges. Journal of Multilingual and Multicultural Development, 38(10), 913-930.
Burke, P. J. (2008). Writing, power and voice: Access to and participation in higher education. Changing English, 15(2), 199-210.
Butler, Y. G. (2011). The implementation of communicative and task-based language teaching in the Asia-Pacific region. Annual Review of Applied Linguistics, 31, 36-57.
Cho, J. Y., & Lee, E. H. (2014). Reducing confusion about grounded theory and qualitative content analysis: Similarities and differences. The Qualitative Report, 19(32), 1-20.
Chu, K. W. S. (2009). Inquiry project‐based learning with a partnership of three types of teachers and the school librarian. Journal of the American Society for Information Science and Technology, 60(8), 1671-1686.
Chu, S. K. W., Tse, S. K., & Chow, K. (2011). Using collaborative teaching and inquiry project-based learning to help primary school students develop information literacy and information skills. Library & Information Science Research, 33(2), 132-143.
Creese, A. (2002). The discursive construction of power in teacher partnerships: Language and subject specialists in mainstream schools. TESOL Quarterly, 36(4), 597-616.
Collins, F. L., & Park, G. S. (2016). Ranking and the multiplication of reputation: reflections from the frontier of globalizing higher education. Higher Education, 72(1), 115-129.
Conn, C. E. (2010). Learning the hard way (but still learning!): Using team teaching as a vehicle for pedagogical change. Business Communication Quarterly, 73(1), 87-91.
Dalton-Puffer, C. (2011). Content-and-language integrated learning: From practice to principles? Annual Review of Applied Linguistics, 31, 182-204.
Davison, C. (2006). Collaboration between ESL and content teachers: How do we know when we are doing it right? International Journal of Bilingual Education and Bilingualism, 9(4), 454-475.
Dearden J. (2018). The changing roles of EMI academics and English language specialists. In Y. Kırkgöz & K. Dikilitaş (Eds.), Key Issues in English for Specific Purposes in Higher Education. English Language Education, (Vol. 11, pp. 323-338). Cham: Springer.
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Gardner, S., Nesi, H., & Biber, D. (2018). Discipline, level, genre: Integrating situational perspectives in a new MD analysis of university student writing. Applied Linguistics, 1-30. doi: https://doi-org.libproxy1.nus.edu.sg/10.1093/applin/amy005
Golombek, P. R. (2015). Redrawing the boundaries of language teacher cognition: Language teachers’ emotion, cognition, and activity. The Modern Language Journal, 99(3), 470-484.
Ho, M. C. (2017). Navigating scholarly writing and international publishing: Individual agency of Taiwanese EAL doctoral students. Journal of English for Academic Purposes, 27, 1-13.
Husbands, C. T., & Davies, A. (2000). The teaching roles, institutional locations, and terms and conditions of employment of part-time teachers in UK higher education. Journal of Further and Higher Education, 24(3), 337-362.
Jameson, J., Ferrell, G., Kelly, J., Walker, S., & Ryan, M. (2006). Building trust and shared knowledge in communities of e‐learning practice: collaborative leadership in the JISC eLISA and CAMEL lifelong learning projects. British Journal of Educational Technology, 37(6), 949-967.
Johnson, K. E., & Golombek, P. R. (2018). Informing and transforming language teacher education pedagogy. Language Teaching Research, 1-12. doi: https://doi.org/10.1177/1362168818777539
Kayi-Aydar, H. (2015). Multiple identities, negotiations, and agency across time and space: A narrative inquiry of a foreign language teacher candidate. Critical Inquiry in Language Studies, 12(2), 137-160.
Kim, E. G., & Shin, A. (2014). Seeking an Effective Program to Improve Communication Skills of Non-English-Speaking Graduate Engineering Students: The Case of a Korean Engineering School. IEEE Transactions on Professional Communication, 57(1), 41-55.
Kırkgöz, Y., & Dikilitaş, K. (Eds.). (2018). Key Issues in English for Specific Purposes in Higher Education (Vol. 11). Cham: Springer.
Helms, M. M., Alvis, J. M., & Willis, M. (2005). Planning and implementing shared teaching: An MBA team-teaching case study. Journal of Education for Business, 81(1), 29-34.
Kuteeva, M. (2011). Wikis and academic writing: Changing the writer-reader relationship. English for Specific Purposes, 30(1), 44-57.
Lehtonen T. (2018). Practitioner Research as a Way of Understanding My Work: Making Sense of Graduates’ Language Use. In Y. Kırkgöz & K. Dikilitaş (Eds.), Key Issues in English for Specific Purposes in Higher Education (Vol. 11, pp. 129-140). Cham: Springer.
Li, Y. (2016). “Publish SCI papers or no degree” Practices of Chinese doctoral supervisors in response to the publication pressure on science students. Asia Pacific Journal of Education, 36(4), 545-558.
Liu, Y., & Xu, Y. (2011). Inclusion or exclusion? A narrative inquiry of a language teacher’s identity experience in the ‘new work order’ of competing pedagogies. Teaching and Teacher Education, 27(3), 589-597.
Loo, D. B., Trakulkasemsuk, W., & Zilli, P. J. (2017). Examining Narratives of Conflict and Agency: Insights into Non-Local English Teacher Identity. The Journal of AsiaTEFL, 14(2), 292-306.
Luo, N., & Hyland, K. (2016). Chinese academics writing for publication: English teachers as text mediators. Journal of Second Language Writing, 33, 43-55.
Macaro, E., Curle, S., Pun, J., An, J., & Dearden, J. (2018). A systematic review of English medium instruction in higher education. Language Teaching, 51(1), 36-76.
McClure, G., & Cahnmann-Taylor, M. (2010). Pushing back against push-in: ESOL teacher resistance and the complexities of coteaching. TESOL Journal, 1(1), 101-129.
Miyazoe, T., & Anderson, T. (2010). Learning outcomes and students’ perceptions of online writing: Simultaneous implementation of a forum, blog, and wiki in an EFL blended learning setting. System, 38, 185-199.
Mok, K. H. (2015). Higher education transformations for global competitiveness: Policy responses, social consequences and impact on the academic profession in Asia. Higher Education Policy, 28(1), 1-15.
Moloney, R., & Wang, D. (2016). Limiting professional trajectories: a dual narrative study in Chinese language education. Asian-Pacific Journal of Second and Foreign Language Education, 1(1), 1.
Nixon, E., Scullion, R., & Hearn, R. (2018). Her majesty the student: Marketised higher education and the narcissistic (dis) satisfactions of the student-consumer. Studies in Higher Education, 43(6), 927-943.
Nordin, S. Md., & Mohammad, N. (2006). The best of two approaches: Process/genre-based approach to teaching writing. The English Teacher, 35, 75-85.
Norton J. (2018). Lesson study in higher education: A collaborative vehicle for professional learning and practice development of teachers of English for specific purposes. In Y. Kırkgöz & K. Dikilitaş (Eds.), Key Issues in English for Specific Purposes in Higher Education (Vol. 11, pp. 95-109). Cham: Springer.
Ollerenshaw, J. A., & Creswell, J. W. (2002). Narrative research: A comparison of two restorying data analysis approaches. Qualitative Inquiry, 8(3), 329-347.
Park, J. S. Y. (2011). The promise of English: Linguistic capital and the neoliberal worker in the South Korean job market. International Journal of Bilingual Education and Bilingualism, 14(4), 443-455.
Pennycook, A. (2013). The Cultural Politics of English as an International Language. Abingdon, Oxon & New York, NY: Routledge.
Polkinghorne, D. E. (1995). Narrative configuration in qualitative analysis. International Journal of Qualitative Studies in Education, 8(1), 5-23.
Poonpon, K. (2011). Enhancing English skills through project-based learning. The English Teacher, 40, 1-10.
Pratt, S. (2014). Achieving symbiosis: Working through challenges found in co-teaching to achieve effective co-teaching relationships. Teaching and Teacher Education, 41, 1-12.
Stewart T. (2018). Expanding possibilities for ESP practitioners through interdisciplinary team teaching. In Y. Kırkgöz & K. Dikilitaş (Eds.), Key Issues in English for Specific Purposes in Higher Education (Vol. 11, pp. 141-156). Cham: Springer.
Tillman, L. C. (2003). Mentoring, reflection, and reciprocal journaling. Theory into Practice, 42(3), 226-133.
Trent, J. (2012). The discursive positioning of teachers: Native‐speaking English teachers and educational discourse in Hong Kong. TESOL Quarterly, 46(1), 104-126.
Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge, England: Cambridge University Press.
Wenger, E. (2000). Communities of practice and social learning systems. Organization, 7(2), 225-246.
Willey, I., & Tanimoto, K. (2015). “We’re drifting into strange territory here” What think-aloud protocols reveal about convenience editing. Journal of Second Language Writing, 27, 63-83.
Wingate, U. (2012). Using academic literacies and genre-based models for academic writing instruction: A ‘literacy’ journey. Journal of English for Academic Purposes, 11(1), 26-37.
Wingate, U., & Tribble, C. (2012). The best of both worlds? Towards an English for Academic Purposes/Academic Literacies writing pedagogy. Studies in Higher Education, 37(4), 481-495.
Wingate, U., Andon, N., & Cogo, A. (2011). Embedding academic writing instruction into subject teaching: A case study. Active Learning in Higher Education, 12(1), 69-81.
Yuan, R., & Lee, I. (2016). ‘I need to be strong and competent’ A narrative inquiry of a student-teacher’s emotions and identities in teaching practicum. Teachers and Teaching, 22(7), 819-841.
Zuma, N., Popoola, T., & Makondo, L. (2016). Accessing success through the Writing Centres at a University of Technology. Journal of Communication, 7(1), 103-110.
Adamson, J. & Muller, T. (2017). Joint autoethnography of teacher experience in the academy: exploring methods for collaborative inquiry. International Journal of Research & Method in Education. doi: 10.1080/1743727X.2017.1279139
Ball, P. (2018). Innovations and Challenges in CLIL Materials Design. Theory into Practice, 57(3), 222-231.
Barkhuizen, G. (2016). Narrative approaches to exploring language, identity and power in language teacher education. RELC Journal, 47(1), 25-42.
Bacharach, N., Heck, T. W., & Dahlberg, K. (2008). Co-teaching in higher education. Journal of College Teaching & Learning, 5(3), 9-16.
Barhuizen, G., Benson, P., & Chik, A. (2014). Narrative Inquiry in Language Teaching and Teaching Research. Great Britain: Routledge.
Barkhuizen, G. (2011). Narrative knowledging in TESOL. TESOL Quarterly, 45(3), 391-414.
Bell, A. B., & Baecher, L. (2012). Points on a continuum: ESL teachers reporting on collaboration. TESOL Journal, 3(3), 488-515.
Bell, J. B. (2002). Narrative inquiry: More than just telling stories. TESOL Quarterly, 36(2), 207-213.
Benson, P. (2014). Narrative inquiry in applied linguistics research. Annual Review of Applied Linguistics, 34, 154-170.
Bolton, K., Botha, W., & Bacon-Shone, J. (2017). English-medium instruction in Singapore higher education: policy, realities and challenges. Journal of Multilingual and Multicultural Development, 38(10), 913-930.
Burke, P. J. (2008). Writing, power and voice: Access to and participation in higher education. Changing English, 15(2), 199-210.
Butler, Y. G. (2011). The implementation of communicative and task-based language teaching in the Asia-Pacific region. Annual Review of Applied Linguistics, 31, 36-57.
Cho, J. Y., & Lee, E. H. (2014). Reducing confusion about grounded theory and qualitative content analysis: Similarities and differences. The Qualitative Report, 19(32), 1-20.
Chu, K. W. S. (2009). Inquiry project‐based learning with a partnership of three types of teachers and the school librarian. Journal of the American Society for Information Science and Technology, 60(8), 1671-1686.
Chu, S. K. W., Tse, S. K., & Chow, K. (2011). Using collaborative teaching and inquiry project-based learning to help primary school students develop information literacy and information skills. Library & Information Science Research, 33(2), 132-143.
Creese, A. (2002). The discursive construction of power in teacher partnerships: Language and subject specialists in mainstream schools. TESOL Quarterly, 36(4), 597-616.
Collins, F. L., & Park, G. S. (2016). Ranking and the multiplication of reputation: reflections from the frontier of globalizing higher education. Higher Education, 72(1), 115-129.
Conn, C. E. (2010). Learning the hard way (but still learning!): Using team teaching as a vehicle for pedagogical change. Business Communication Quarterly, 73(1), 87-91.
Dalton-Puffer, C. (2011). Content-and-language integrated learning: From practice to principles? Annual Review of Applied Linguistics, 31, 182-204.
Davison, C. (2006). Collaboration between ESL and content teachers: How do we know when we are doing it right? International Journal of Bilingual Education and Bilingualism, 9(4), 454-475.
Dearden J. (2018). The changing roles of EMI academics and English language specialists. In Y. Kırkgöz & K. Dikilitaş (Eds.), Key Issues in English for Specific Purposes in Higher Education. English Language Education, (Vol. 11, pp. 323-338). Cham: Springer.
Deem, R., Mok, K. H., & Lucas, L. (2008). Transforming higher education in whose image? Exploring the concept of the ‘world-class’ university in Europe and Asia. Higher Education Policy, 21(1), 83-97.
Gardner, S., Nesi, H., & Biber, D. (2018). Discipline, level, genre: Integrating situational perspectives in a new MD analysis of university student writing. Applied Linguistics, 1-30. doi: https://doi-org.libproxy1.nus.edu.sg/10.1093/applin/amy005
Golombek, P. R. (2015). Redrawing the boundaries of language teacher cognition: Language teachers’ emotion, cognition, and activity. The Modern Language Journal, 99(3), 470-484.
Ho, M. C. (2017). Navigating scholarly writing and international publishing: Individual agency of Taiwanese EAL doctoral students. Journal of English for Academic Purposes, 27, 1-13.
Husbands, C. T., & Davies, A. (2000). The teaching roles, institutional locations, and terms and conditions of employment of part-time teachers in UK higher education. Journal of Further and Higher Education, 24(3), 337-362.
Jameson, J., Ferrell, G., Kelly, J., Walker, S., & Ryan, M. (2006). Building trust and shared knowledge in communities of e‐learning practice: collaborative leadership in the JISC eLISA and CAMEL lifelong learning projects. British Journal of Educational Technology, 37(6), 949-967.
Johnson, K. E., & Golombek, P. R. (2018). Informing and transforming language teacher education pedagogy. Language Teaching Research, 1-12. doi: https://doi.org/10.1177/1362168818777539
Kayi-Aydar, H. (2015). Multiple identities, negotiations, and agency across time and space: A narrative inquiry of a foreign language teacher candidate. Critical Inquiry in Language Studies, 12(2), 137-160.
Kim, E. G., & Shin, A. (2014). Seeking an Effective Program to Improve Communication Skills of Non-English-Speaking Graduate Engineering Students: The Case of a Korean Engineering School. IEEE Transactions on Professional Communication, 57(1), 41-55.
Kırkgöz, Y., & Dikilitaş, K. (Eds.). (2018). Key Issues in English for Specific Purposes in Higher Education (Vol. 11). Cham: Springer.
Helms, M. M., Alvis, J. M., & Willis, M. (2005). Planning and implementing shared teaching: An MBA team-teaching case study. Journal of Education for Business, 81(1), 29-34.
Kuteeva, M. (2011). Wikis and academic writing: Changing the writer-reader relationship. English for Specific Purposes, 30(1), 44-57.
Lehtonen T. (2018). Practitioner Research as a Way of Understanding My Work: Making Sense of Graduates’ Language Use. In Y. Kırkgöz & K. Dikilitaş (Eds.), Key Issues in English for Specific Purposes in Higher Education (Vol. 11, pp. 129-140). Cham: Springer.
Li, Y. (2016). “Publish SCI papers or no degree” Practices of Chinese doctoral supervisors in response to the publication pressure on science students. Asia Pacific Journal of Education, 36(4), 545-558.
Liu, Y., & Xu, Y. (2011). Inclusion or exclusion? A narrative inquiry of a language teacher’s identity experience in the ‘new work order’ of competing pedagogies. Teaching and Teacher Education, 27(3), 589-597.
Loo, D. B., Trakulkasemsuk, W., & Zilli, P. J. (2017). Examining Narratives of Conflict and Agency: Insights into Non-Local English Teacher Identity. The Journal of AsiaTEFL, 14(2), 292-306.
Luo, N., & Hyland, K. (2016). Chinese academics writing for publication: English teachers as text mediators. Journal of Second Language Writing, 33, 43-55.
Macaro, E., Curle, S., Pun, J., An, J., & Dearden, J. (2018). A systematic review of English medium instruction in higher education. Language Teaching, 51(1), 36-76.
McClure, G., & Cahnmann-Taylor, M. (2010). Pushing back against push-in: ESOL teacher resistance and the complexities of coteaching. TESOL Journal, 1(1), 101-129.
Miyazoe, T., & Anderson, T. (2010). Learning outcomes and students’ perceptions of online writing: Simultaneous implementation of a forum, blog, and wiki in an EFL blended learning setting. System, 38, 185-199.
Mok, K. H. (2015). Higher education transformations for global competitiveness: Policy responses, social consequences and impact on the academic profession in Asia. Higher Education Policy, 28(1), 1-15.
Moloney, R., & Wang, D. (2016). Limiting professional trajectories: a dual narrative study in Chinese language education. Asian-Pacific Journal of Second and Foreign Language Education, 1(1), 1.
Nixon, E., Scullion, R., & Hearn, R. (2018). Her majesty the student: Marketised higher education and the narcissistic (dis) satisfactions of the student-consumer. Studies in Higher Education, 43(6), 927-943.
Nordin, S. Md., & Mohammad, N. (2006). The best of two approaches: Process/genre-based approach to teaching writing. The English Teacher, 35, 75-85.
Norton J. (2018). Lesson study in higher education: A collaborative vehicle for professional learning and practice development of teachers of English for specific purposes. In Y. Kırkgöz & K. Dikilitaş (Eds.), Key Issues in English for Specific Purposes in Higher Education (Vol. 11, pp. 95-109). Cham: Springer.
Ollerenshaw, J. A., & Creswell, J. W. (2002). Narrative research: A comparison of two restorying data analysis approaches. Qualitative Inquiry, 8(3), 329-347.
Park, J. S. Y. (2011). The promise of English: Linguistic capital and the neoliberal worker in the South Korean job market. International Journal of Bilingual Education and Bilingualism, 14(4), 443-455.
Pennycook, A. (2013). The Cultural Politics of English as an International Language. Abingdon, Oxon & New York, NY: Routledge.
Polkinghorne, D. E. (1995). Narrative configuration in qualitative analysis. International Journal of Qualitative Studies in Education, 8(1), 5-23.
Poonpon, K. (2011). Enhancing English skills through project-based learning. The English Teacher, 40, 1-10.
Pratt, S. (2014). Achieving symbiosis: Working through challenges found in co-teaching to achieve effective co-teaching relationships. Teaching and Teacher Education, 41, 1-12.
Stewart T. (2018). Expanding possibilities for ESP practitioners through interdisciplinary team teaching. In Y. Kırkgöz & K. Dikilitaş (Eds.), Key Issues in English for Specific Purposes in Higher Education (Vol. 11, pp. 141-156). Cham: Springer.
Tillman, L. C. (2003). Mentoring, reflection, and reciprocal journaling. Theory into Practice, 42(3), 226-133.
Trent, J. (2012). The discursive positioning of teachers: Native‐speaking English teachers and educational discourse in Hong Kong. TESOL Quarterly, 46(1), 104-126.
Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge, England: Cambridge University Press.
Wenger, E. (2000). Communities of practice and social learning systems. Organization, 7(2), 225-246.
Willey, I., & Tanimoto, K. (2015). “We’re drifting into strange territory here” What think-aloud protocols reveal about convenience editing. Journal of Second Language Writing, 27, 63-83.
Wingate, U. (2012). Using academic literacies and genre-based models for academic writing instruction: A ‘literacy’ journey. Journal of English for Academic Purposes, 11(1), 26-37.
Wingate, U., & Tribble, C. (2012). The best of both worlds? Towards an English for Academic Purposes/Academic Literacies writing pedagogy. Studies in Higher Education, 37(4), 481-495.
Wingate, U., Andon, N., & Cogo, A. (2011). Embedding academic writing instruction into subject teaching: A case study. Active Learning in Higher Education, 12(1), 69-81.
Yuan, R., & Lee, I. (2016). ‘I need to be strong and competent’ A narrative inquiry of a student-teacher’s emotions and identities in teaching practicum. Teachers and Teaching, 22(7), 819-841.
Zuma, N., Popoola, T., & Makondo, L. (2016). Accessing success through the Writing Centres at a University of Technology. Journal of Communication, 7(1), 103-110.