Bayview Beach Resort, Batu Ferringhi Beach, Penang, Malaysia

27-30 September 1999

Managing Language and Learning Diversity in Higher Education: Enhancing the Graduate Experience

Dr Prem Ramburuth

Education Development Unit, Faculty of Commerce and Economics, University of New South Wales, Australia

Abstract

Higher education classrooms in Australia are becoming increasingly diverse in their student populations through rising enrolments in the number of non - traditional students, students who have English as a second language, and international students. Consequently, teaching staff are faced with the problem of "how to teach" to this diversity. This paper reports on a study that investigated diversity in the English language competence of 381 graduate students enrolled in a Commerce and Economics Faculty at an Australian University.

Implementation of a written diagnostic task revealed that, despite having fulfilled English language requirements, 43% of graduate students experienced varying degrees of language difficulty. The findings also indicated that 79% of international graduate students experienced language difficulties in comparison to 21% of local, Australian students. However, no significant differences were found between the international and local students when English language grades were linked to average academic results.

The findings acted as a catalyst for change in the overall management of the diversity in students' language and learning, with a shift to a more discipline specific approach to educational support and development; the introduction of a Faculty-based Education Development Unit to coordinate support initiatives; and the closer involvement of academic staff in the provision of support. The range of learning and language support initiatives, both traditional and innovative, their successes and setbacks will be discussed in the context of this paper.

Presentation format: Paper 45 minutes

Refereed publication: Submit paper for refereed publication