چکیده:
The current research was run through a non-observational research scheme tapping two groups of experts- Iranian versus non-Iranian expert university instructors who were indulged in EAP courses. The focus groups including seven Iranian and eighteen non-Iranian instructors/researchers (from both ELT and non-ELT domains) at tertiary levels were recruited and their views were collected through researcher-made questionnaires and an online sequential conference talk passing through the Research Gate social networking platform. Various online interviews with the target participants were managed to 1) peek into what had been lacking in previous EAP teaching models thus far regarding collaborative models of EAP both in Iran and outside the country, 2) gain English professors’ innovations as highlighted in their practices for upgrading collaborative EAP teaching, and 3) survey the co-presence of language and content teachers along with language learners in EAP classes. Findings after content analysis of the gained data demonstrate that Iranian ELT practitioners inside the country believed in collaborative practices, but they found it so hard to create such a situation due to some reasons related to mismatching psychological characteristics of content and language instructors as well as some other flawed educational arrangements in the country. Non-ELT teachers inside the country also constantly talked about two separate expertise which did not include language teachers as legitimate colleagues of their own in such courses. Across outside borders, the situation was far more satisfactory and showing a more optimum cooperation of language and content teachers.
خلاصه ماشینی:
2. Review of Literature In line with the main purposes of the present research and specifically to legitimize English language instructors for leading EAP course at college levels, initially, various roles related to collaboration and cooperative practices between language and content teachers were specifically focused upon within the mostly related literature in English for Academic English (EAP) contexts.
In some research undertakings, language teachers had come of help to a content teacher as: 1) Discourse analysts for material designing aims (Khoshsima & Abusaeedi, 2009; Schleppegrell & de Oliveira, 2006; Stroller & Robinson, 2013), 2) Counselors via professional development (Moore, Ploettner & Deal, 2015), 3) Mentors for disciplinary writing (Gimenez & Thondhlana, 2012), 4) Translators and/or interpreters (Pawan & Ortloff, 2011), 5) Communication consultants in English lecture-led classes (Arnó-Macià & Mancho-Barés, 2015; Ebrahimi Farshchi, & Saeidi, 2012), 6) Vocational trainers (Platt, 1993), 7) Arbitrators in legal writing pedagogy (Bruce, 2002), 8) Transformative practitioners (Morgan, 2009), and finally 9) Team teaching partners (Perry & Stewart, 2005) among others.
In the rest of the explored research papers and documents, it was mostly noted that solidifying or strengthening collaboration had been felt or discerned as crucial provided with rigorous descriptions of different research contexts, but how of sustaining the cooperation remained vague to interpret how a language teacher had not been specifically viewed compared with a subject matter teacher (Aliasin & Pouyan, 2014; Butler, Novak Lauscher, Jarvis-Selinger, and Beckingham, 2004; Davoudi-Mobarakeh, Eslami-Rasekh, & Barati,2014; Kutsyuruba, 2011; Leung, 2005; Xu, 2015).