An interesting debate emerged out of this session: is collaboration between colleagues in the disciplines and those specialising in language and language support best facilitated through top-down approaches by which universities, for example, mandate a certain level of language proficiency and put structures in place to support language development beyond pre-sessional and in-sessional support? Students were encouraged to participate online through whiteboard activities, use of a number of critical thinking activities, meaningful and personal connections and the opportunity to discuss, deliberate and argue in a non-threatening and fun environment. Feedback from the participants has clearly pointed to an enthusiasm and interest in maintaining momentum by forming reading groups and special interest groups. Connecting language and literacies to key institutional strategic objectives Taking on more ‘lecturer-facing’ roles and providing workshops Collaborating with subject specialists in both teaching and curriculum design Writing blogs and papers Disseminating ideas at cross-institutional meetings One of the key aims of the seminar was to encourage participation and knowledge sharing between language specialists and subject specialists.

中文翻译：

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学科中的语言、读写能力和学习：高等教育视角

本次会议引发了一场有趣的辩论：学科同事与语言和语言支持专业人士之间的合作是否最好通过自上而下的方法来促进，例如，大学要求一定程度的语言能力并建立适当的结构支持超出会前和会期支持的语言发展？鼓励学生通过白板活动、使用大量批判性思维活动、有意义的个人联系以及在无威胁和有趣的环境中讨论、思考和争论的机会在线参与。参与者的反馈清楚地表明了通过组建阅读小组和特殊兴趣小组来保持势头的热情和兴趣。