Pedagogical Practices Involved in Integrating English Language Skills in Subject-Specific Learning: A Case of High School Teachers

Abstract

This article explores the pedagogical practices used by high school teachers in integrating disciplinary and language knowledge in a multilingual context where English is the medium of instruction. Specifically, we explored the way high school teachers implement the English Across the Curriculum (EAC) strategy in their content subjects. EAC is an old approach in language learning, however, its application is relatively new in South African high schools. To address this knowledge gap, the present study provides an answer to the following question: What pedagogical practices do high school teachers use in integrating EAC with subject-specific learning? To answer the research question, we conducted a qualitative case study, collecting data from 25 high school teachers using a focus group discussion. Data emanating from this discussion were analyzed using inductive thematic analysis. The findings indicate that in-service teachers used intentional disciplinary language learning and incidental disciplinary language acquisition as pedagogical activities for developing learners’ knowledge of the language of the discipline. In line with the findings, we recommend that learners be exposed to both intentional and accidental language learning experiences. Additionally, we recommend the use of higher comprehension pedagogical activities to develop learners’ critical thinking and awareness in both language and disciplinary knowledge.