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The focus of this article is on teaching language and learning skills within subjectspecific disciplines at a tertiary institution. Using concrete examples drawn from their everyday teaching experiences, the authors highlight the constraints of developing appropriately sequenced language and learning materials within a predetermined and content-driven curriculum. Although the authors agree that learning and language competencies should be taught within specific contexts, they argue that in order to teach these skills effectively, there needs to be a closer collaboration between those working within the disciplines and the language and learning specialists, Die fokus van hierdie artikel is op taalonderwys en leervaardighede binne vakspesifieke dissiplines aan 'n tersiere inrigting. Die skrywers gebruik konkrete voorbeelde vanuit hul eie onderrigondervindings om op die beperkinge te wys wat aan die ontwikkeling van sinvol-geordende taal- en leermateriaal binne 'n voorajbepaalde en inhoudgedrewe kurrikulum gekoppel is. Alhoewel die skrywers dit eens is dat leer- en taalvaardighede binne bepaalde kontekste onderrig behoort te word, is hulle win mening dat daar nouer samewerking behoort te wees tussen die mense wat binne die betrokke dissiplines werk en die taal- en leerspesialiste om die onderrig van hierdie vaardighede effektief te kan wees in

Tipping the scales: A Libra's dilemma