Language and Content Knowledge Integration for ESP Teachers: How Collaboration Can Help

Globalization and educational reforms in higher education have prompted the widespread adoption of English for Specific Purposes (ESP) programs in China. The effective implementation of ESP programs hinges on the integration of language and content, necessitating ESP teachers’ awareness of content knowledge and appropriate positioning of the integration within this framework. However, there remains a scarcity of empirical studies examining ESP teachers’ awareness of content knowledge and its integration with language. This study sought to investigate the development of language and content knowledge integration (LCKI) through a 1-year team teaching collaboration between a Chinese ESP teacher and a content teacher in the field of hotel management. Through interviews and observations carried out over a period of 1 year, the study traced how teacher views and practices changed through collaboration and team teaching. Employing Thematic Analysis for data analysis, the study revealed ESP teacher’s understanding and attitudes toward LCKI and presented ESP teacher’s significant changes in the integration within the pedagogical context. Additionally, it offered valuable insights for ESP teacher education and presented novel perspectives for content teachers.