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The spread of integrated language and content approaches alongside with the move towards specificity in English for academic purposes (EAP) have increased expectations of interaction between language and subject-areas instructors. This, in turn has intensified the need to examine collaborations between these two groups. This information is necessary for institutions to be aware of the investments required to support such partnerships, and to assess and recognize the contributions that emerge out of these endeavors. This article focuses on the experiences of EAP and disciplinary instructors collaborating in the context of a first year undergraduate program designed to support the academic socialization and language development of international English language learners at a large western Canadian university. The participants were six EAP and thirteen disciplinary instructors working together over the course of an academic year. Drawing on data collected through semi-structured interviews, this qualitative study contributes to a more nuanced understanding of the multiple factors that enable and sustain such collaborative efforts, and identifies a number of indicators that serve as evidence of positive collaborations. This article also includes recommendations for future research on this topic.
