Purposeful interaction and the professional development of content teachers: Observations of small-group teaching and learning in the international classroom

Haines, K., 2017, Integrating Content and Language in Higher Education: Perspectives on Professional Practice. Valcke, J. & Wilkinson, R. (eds.). Frankfurt am Main: Peter Lang, p. 39-58 20 p.

Research output: Chapter in Book/Report/Conference proceedingChapterAcademic

This article discusses the development of a model of ‘purposeful interaction’, which can be used as a framework of reference when supporting the work of content teachers in ‘international classrooms’ in higher education. This model has been developed during observations of the work of content teachers at faculties of the University of Groningen, the Netherlands. The model builds on constructive alignment and is informed by principles developed by experts in Internationalization of the Curriculum (IoC) and English-Medium Instruction (EMI). ‘Purposeful interaction’ focuses on teaching and learning activity in internationalized higher education, in which content teachers require a combination of didactic, linguistic and intercultural skills for the delivery of their disciplinary content. The model is also consistent with the principles produced during the IntlUni project (2012-2015), which proposes leveraging diversity as a resource in international classrooms. This article argues that the model of purposeful interaction can play a guiding role in the design of provision in such international classrooms if it is incorporated into the professional development of content teachers.
Original languageEnglish
Title of host publicationIntegrating Content and Language in Higher Education
Subtitle of host publicationPerspectives on Professional Practice
EditorsJennifer Valcke, Robert Wilkinson
Place of PublicationFrankfurt am Main
PublisherPeter Lang
Number of pages20
ISBN (Print)9783631706930
Publication statusPublished - 2017


  • English-medium instruction (EMI), purposeful interaction, international classroom, diversity, professional development

ID: 41341483