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During a content and language project at a University of Technology (UoT) in Cape Town, South Africa, pairs of language and content lecturers, whose broad definition of integration was 'the provision of linguistic access to content knowledge', co-authored ten integrated textbooks. Their intention was to assist first year learners with their academic work. I previously reported on a study during which I identified - and pondered reasons for three types of content and language integration that were evident in these textbooks (Wright 2004). Now, in this article, I draw on findings from subsequent interviews with two pairs of the co-authors who focus on factors that impacted on their attempts to integrate content and language in the textbooks.
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