ABSTRACT
This chapter situates the teaching and practice of English as a Second Language (ESL) writing in the field of architecture within a complex web of pedagogic, professional, and institutional interdependencies. It illustrates the sociocultural turn in education and engages in current debates that surround Content and Language Integrated Learning (CLIL). Theoretically, this chapter argues for curricular transformation that integrates English language teaching with disciplinary training and calls for a higher level of collaboration between subject matter experts and language instructors. It depicts the English for Specific Purposes (ESP) teacher as a liminal figure uniquely poised to facilitate deeper transdisciplinary learning and to encourage reflection and metacognition. In terms of pedagogy and material preparation, the proposed best practice strives to translate the most relevant theories of learning into adaptive and flexible praxis that takes into consideration the local context and institutional affordances. While the author examines a specific case for the purposes of this discussion, broader conclusions are drawn about the role of language in the development of critical thinking and integrated academic skills in university settings.
