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3.4. Engaging with the disciplines
. 
For subject – specific work we suggest there are three levels of cooperation: Cooperation, 
Collaboration and Team – Teaching. 
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.4.1. Cooperation
Cooperation is the first stage and involves the language teacher taking the initiative is asking 
questions and gathering information about the students subject course, how English fits into 
their course and what the department and students see as priorities. This is part of the Target 
situation Analysis required for needs analysis (see chapter 7). Some of this can be related to 
the investigation of what Hutchinson and Waters (1987) refer to as students’ wants; it also 
relates to establishing what the expectations with students’ wants. This process is very 
important is there are clear dangers in ESP teachers operating without much consultation 
with the departments that students are studying in. 
Collaboration
If cooperation largely involves the language teacher taking the initiative and finding out what 
happens in the subject department, collaboration involves the more direct working together 
of the two sides language and subject, to prepare students for particular tasks or courses. In 
collaboration the language and subject teacher work together outside the classroom. The 

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collaboration has clear goals but also defined limits. There are three options for collaborative 
work: 
·
the planning of series of classes where the language class prepares the students for a 
subsequent subject class taught in English 
·
the running of a class on a specific skill or related to a specific task where the subject 
department has a specific input to the materials or the language teacher uses 
materials produced by the department. 
·
The north American adjunct model in which the adjunct acts as a back- up class to 
the subject, helping students with difficulties with that class 
 Team teaching
The final level of subject language integration is the actual working together in the classroom 
of the subject and language specialists, usually referred to as team- teaching. The work on 
listening comprehension involves the recording of a subject lecture and the setting up of a follow 
up tutorial run by both the language and the subject lecturer who actually gave the lecture. The 
procedure is as follows: