Embedding Academic Literacy – A Case Study in Business at UTS:Insearch Susan Brooman-Jones (Presenting) Greg Cunningham (Presenting) Laura Hanna David Wilson ALL Conference – Adelaide 24 November 2011

UTS: Insearch - Business Provider of pathway diploma with entry based on High school academic performance English language performance (IELTS) for international students Old Program Structure Discipline subjects Generic stand-alone literacy subject New Program Structure Opportunity to review the entire DipBus program Focus on integrating literacy objectives into discipline subjects Slide 1: Case study overview Introduce the three subjects involved in the case study BABC, BACC and BECO

Focus on Academic Literacy DEEWR report (2009) emphasises... “for the retention and academic success of international students in Australian universities, a range of skills and strategies (in particular, written and oral communication) need to be made visible, explicit, and accessible and, importantly, integrated within specific disciplinary contexts” Slide 1: Case study overview Introduce the three subjects involved in the case study BABC, BACC and BECO

Levels of Integration (Dudley-Evans 2001) Cooperation Independent adjunct classes offering generic skill support Servicing all disciplines – often by referral Academic literacy support regarded as remedial Collaboration Independent adjunct classes – discipline focused Co-developed by discipline and academic literacy staff Run concurrently with discipline classes Team Teaching Support is embedded in discipline subject Academic literacy and discipline staff co-teach No separation of academic literacy from discipline content Level 1 Level 2 Slide 1: Case study overview Introduce the three subjects involved in the case study BABC, BACC and BECO Level 3

4 A Fourth Level Integrated Assessment Level Integrated and shared assessment between discipline and academic literacy classes Scaffolding literacy learning and outcomes across three core subjects Collaborative development of course material Clear literacy outcomes assessable in both academic literacy and discipline subjects Academic literacy “in context” Level 4 Slide 1: Case study overview Introduce the three subjects involved in the case study BABC, BACC and BECO

Case Study: Overview BABC001 Academic and Business Communication The ‘Academic Literacy’ subject focusing directly on the communication and study skills required for further study in business. BACC001 Accounting for Business This subject focuses on the broad and basic knowledge and skills required to deal with accounting information systems. BECO001 Economics for Business This subject introduces students to the basic concepts, theories and principles of economics and their application. Slide 1: Case study overview Introduce the three subjects involved in the case study BABC, BACC and BECO

Accounting Communications Economics BACC Assignment: Week 5 Company analysis (short answers) Common company and topic used for all three assessment tasks BABC001Assessment 2: Week 9 Report (written using the company from Accounting) Communications Assessment 3: Week 11/12 Presentation (groups present an analysis of the case they write about in Economics) BABC001Assessment 1: Week 5 Review Slide 4: overview of assessment links Requires clear communication between coordinators since an adjustment on one side can impact both Timing is very important. Common case study Economics BECO001 Assignment: Week 12 Case study analysis (written report)

Outcomes Benefits of embedding through assessment Positive feedback from students and staff Effective model that involves collaboration and coordination in a way that is practical and sustainable in an ongoing program. Sense of ‘community of practice’ among staff Challenges to address Communication of aims and objectives across subjects and disseminating information to tutors.

References Full Paper Presentation Brooman-Jones, S, Cunningham, G, Hanna, L and Wilson, D. (2011) ‘Embedding academic literacy – A case study in Business at UTS:Insearch’ Journal of Academic Language & Learning Vol. 5, No. 2, 2011, A1-A13. ISSN 1835-5196 (Received 17 March 2011; Published online 28 November 2011) Presentation Department of Education, Employment and Workplace Relations [DEEWR] (2009). Good Practice Principles for English Language Proficiency for International Students in Australian Universities. Final Project Report. Retrieved from http://www.deewr.gov.au/highereducation/publications/pages/goodpracticeprinciples.aspx Dudley-Evans, T. (2001). Team-teaching in EAP: Changes and adaptations in the Birmingham approach. In M. Peacock, & J. Flowerdew (Eds.). Research perspective on English for academic purposes (pp. 225-238). Cambridge: Cambridge University Press