Abstract:
This contribution enters into dialogue
with studies conducted both at school
and university level on the effectiveness
of interaction between subject teachers
and language teachers to improve
learners’ subject-specific discourse
literacies.
An overview is given of the key findings
of a report by the National Center for
Literacy Education (2013) in the USA,
and main findings are linked to two recent
South African studies on collaborative
approaches to academic literacy support
in higher education.
This is followed by a comparison of the
school and university settings under
scrutiny, with specific emphasis on the shared success factors. An analysis
of two curricula for academic literacy
offerings at a university that is in the
process of introducing subject-specific
academic literacy interventions indicates
that the effectiveness of the interventions
is not necessarily dependent on
team teaching approaches, but on
institutionally supported, regular,
integrative, mutually consultative
planning with all stakeholders involved
in an atmosphere informed by study and
ongoing review.
