ABSTRACT
This chapter explains how academics in all disciplines can integrate writing into their curricula, in collaboration with language specialists. The nature of this collaboration, its theoretical underpinnings and particular teaching strategies are outlined, together with other elements impinging on integrated programs, such as the multicultural student cohort and the increasing use of technology. The theoretical approach is then illustrated through two case studies involving teachers and students in computing and commercial law courses. A social constructionist approach to integrating writing with subject content requires close collaboration and sharing of respective knowledge areas between subject and writing specialists. The subject specialist may need to develop new teaching methods and become familiar with the knowledge domain of the language specialist, while the language specialist requires induction into the world view and conventions of the discipline. Development of reading and writing skills fosters a deeper understanding of subject content and promotes a global rather than segmented view of the discipline and its values.
