Abstract:
Scholars agree that undergraduates' academic literacy is best achieved by mainstreaming the curriculum
and pedagogy through a process in which content and language lecturers work collaboratively in the
mainstream classroom (Calvo et al., 2020). However, the power dynamics between the content and
language lecturers are underpinned by issues related to their different identities. Therefore, the overt and
covert power dynamics and identity-related issues between these two groups need to be made transparent.
This study, which investigated the challenges faced by undergraduates in gaining academic literacy in
EMDPs[1] in SLHE[2], found that the power imbalance between content and language lecturers was one
of the major obstacles to undergraduates gaining academic literacy. The study employed a qualitative
approach and conducted 40 interviews with academics of ten faculties in three state universities. Data
were analyzed thematically through qualitative content analysis. The findings revealed that content
lecturers were regarded as core lecturers, while language lecturers were thought to play an adjunct role.
This resulted in a power imbalance which is reflected in issues related to identity and the role of the
language support courses. Therefore, this study emphasises the need to minimise the power differential
between the two groups so that the language lecturers have more agency within the system. This in turn
calls for a critical evaluation of the structural support provided for EMDPs across SLHE.
