Collaborative Teaching in a Linguistically and Culturally Diverse Higher Education Setting: A Case Study of a Postgraduate Accounting Program

Autor/inn/en	Evans, Elaine; Tindale, Jen; Cable, Dawn; Mead, Suzanne Hamil
Titel	Collaborative Teaching in a Linguistically and Culturally Diverse Higher Education Setting: A Case Study of a Postgraduate Accounting Program
Quelle	In: Higher Education Research and Development, 28 (2009) 6, S.597-613 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0729-4360
Schlagwörter	Foreign Countries; Accounting; Team Teaching; Communication Skills; Case Studies; Teacher Collaboration; Interdisciplinary Approach; English Instruction; Student Diversity; Linguistic Competence; Curriculum Development; Integrated Curriculum; Participant Satisfaction; Graduate Study; Australia + Suchen Sie Ihr Suchwort? Ausland; Abrechnung; Buchführung; Buchhaltung; Teamteaching; Kommunikationsstil; Case study; Fallstudie; Case Study; Lehrerkooperation; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; English langauage lessons; Englischunterricht; Sprachkompetenz; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Aufbaustudium; Graduiertenstudium; Hauptstudium; Australien
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. (Contains 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10