Exploring Forms of Cooperation and Roles of English and Disciplinary Teachers Applying CDF Approach to Establish International Educational Environment

Abstract

This study examines the collaborative dynamics and delineated roles of English and disciplinary teachers in implementing the Conceptualisation, Development, and Fluency (CDF) approach to cultivate an internationalised educational environment within higher education. Specifically, it explores how English teachers contribute by fostering academic language proficiency, thereby enabling students to engage with key disciplinary concepts and discourse. Simultaneously, disciplinary teachers prioritise accessibility to specialised knowledge, guiding students in comprehending and applying field-specific language and communicative norms. From a theoretical standpoint, this research evaluates cooperative strategies such as integrated curriculum design, co-teaching models, and interdisciplinary workshops which collectively enhance the integration of language and content instruction. The study presents diverse forms of cooperation, analysing their advantages and challenges within the Slovak higher education landscape with a focus on the local context of the Slovak University of Technology in Bratislava (STU MTF). Furthermore, the contribution critically assesses the practical applicability of CDF framework, offering insights into its potential for establishing inclusive and internationally oriented learning environments.