Collaborative teaching in a linguistically and culturally diverse higher education setting

a case study of a postgraduate accounting program

Elaine Evans*, Jen Tindale, Dawn Cable, Suzanne Hamil Mead

*Corresponding author for this work

Research output: Contribution to journalArticle

22 Citations (Scopus)

Abstract

The Language for Professional Communication in Accounting project has changed teaching practice in a linguistically and culturally diverse postgraduate accounting program at Macquarie University in Australia. This paper reflects on the project's interdisciplinary and collaborative approach to diversity in the classroom by tracing its growth and development and describing the way in which it is supporting the integration of professional communication skills and discipline-specific content within the Master of Accounting program. In particular, the paper demonstrates that discipline specialists working in a continuous and collaborative relationship with English language specialists, to integrate and assess communication skills and enrich the curriculum, leads to better outcomes for students and staff. The paper contributes to a growing literature on approaches that integrate particular graduate attributes into programs with diverse student populations, rather than bolt-on interventions by language specialists that have limited outcomes.

Original languageEnglish
Pages (from-to)597-613
Number of pages17
JournalHigher Education Research and Development
Volume28
Issue number6
DOIs
Publication statusPublished - Dec 2009

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