Abstract
The state of Victoria, reflecting a worldwide trend in English-speaking countries, has adopted over the last 15 years a policy of mainstreaming English as a Second Language (ESL). This paper argues that the notion of mainstreaming has not been adequately problematised by research in the area. It is often seen by policy makers as ESL teachers working cooperatively with subject specialists in planning curriculum tasks for the ESL learners. Yet many ESL teachers know that the reality is very different. The author explores the epistemological authority of an ESL teacher when planning curriculum with a science teacher. It is argued that only by exploring and understanding the distinct discourse communities that ESL and science teachers belong to, can we begin to understand how teachers can negotiate shared understandings. The paper concludes with implications for teacher education.
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