ABSTRACT
This chapter opens by illustrating the rationale for a comparative UK and US study problematising the separation of language and content in ML degrees. While the way in which the separation between language and content is manifested in the two contexts differs considerably, with a two-tiered structure in the USA and the parallel teaching of language and content in the UK, both structures have implications for the difference in hierarchy between staff. In addition to the structural separation of language and content at degree level, in the UK, HE has seen a rise in Institution-Wide Language Programmes (IWLP), which provide language instruction to students who are not studying towards a language degree. While these programmes have managed to attract a rather large number of students, they are viewed as ‘vocational’ and less academic compared to language degrees, thus creating a further division between ‘specialists’ and ‘non-specialists’ (DiNapoli, 2001). The chapter further problematises the mismatch between students’ prior experiences of language learning in school and the curriculum of language degrees, which often comprise a number of content courses taught in English. It is argued that the sub-division of language teaching in HE is not helpful; rather academics and language teachers should work cooperatively to develop the identity of the discipline and position it among the humanities.
