ABSTRACT
The integration of language and content is a concern for teachers working in many different contexts. For example, in US public schools content and language integrated courses include both native speakers (L1) and ELLs in the same classroom and are most often taught by content area teachers. In the vignette, the IT content and language integrated course for adult learners was taught by a content area teacher who was an IT specialist; however, he also collaborated with a language specialist. Content and language integrated courses can also be taught by English specialists who have developed content area expertise. In Europe and other countries, teaching curriculum subjects, such as math and geography, through the medium of English is often done in secondary schools with learners who have already gained basic skills with English during primary English study. Teachers are also content area specialists who are profi cient speakers of English. In each of these different contexts, teachers must be concerned about the development of subject matter expertise alongside English language skills. Many practitioners believe that a general English curriculum (e.g., a skills-based or structured approach) cannot prepare learners for the demanding linguistic, rhetorical, and contextual challenges of the real world (Johns, 1997).
