Collaboration between EAP teachers and content teachers: Insights from the literature for the Chinese context

Abstract

Partnership with content teachers is sought after by EAP practitioners working in many contexts. However, such a partnership has not been a common phenomenon in EAP practice. In the Chinese context, the traditional institutional structure which maintained compartmentalization of disciplines did not encourage language-content dialogue. A review of the relevant (English-medium) literature would be timely as insights can be derived to inform the praxis in the Chinese context. For this purpose, in this review article, I aim to illuminate some literature-derived themes that seem particularly relevant for the Chinese context. The article will conclude with a consideration of the implications of these insights for the Chinese context.