TY - JOUR
T1 - Collaborative teaching in a linguistically and culturally diverse higher education setting
T2 - a case study of a postgraduate accounting program
AU - Evans, Elaine
AU - Tindale, Jen
AU - Cable, Dawn
AU - Mead, Suzanne Hamil
PY - 2009/12
Y1 - 2009/12
N2 - 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.
AB - 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.
UR - http://www.scopus.com/inward/record.url?scp=75249083186&partnerID=8YFLogxK
U2 - 10.1080/07294360903226403
DO - 10.1080/07294360903226403
M3 - Article
AN - SCOPUS:75249083186
SN - 0729-4360
VL - 28
SP - 597
EP - 613
JO - Higher Education Research and Development
JF - Higher Education Research and Development
IS - 6
ER -