Promoting educational inclusivity in two groups of students through the use of discussion and discourse blogs: an example from International Business Studies

Rachael Carden, Marion Curdy

Research output: Contribution to conferencePaperResearchpeer-review

Abstract

Two factors appear to influence learning of accounting subjects on the International Business degree at the University of Brighton. The first is ‘linguistic
confusion’. Some students have English as their first language (E1L) while
for others it is an additional language (EAL). Observation of first-year Financial
and Management Accounting classes suggests that EAL students may
have to make a greater ‘learning leap’ (Cousins, 2009) than their E1L peers
because they misunderstand the lexis of accounting and finance. Particular
problems are caused by ‘false friends’ (terms which appear similar in other
languages but actually have other meanings in English) and cognates (terms
which have the same spelling and meaning in other languages). The second
factor is ‘conceptual confusion’. This occurs because students have experienced
a variety of mathematical pedagogies in their previous educational
institutions. This paper is based on a research project that investigated the
uses of peer learning through an online discussion board to address these
issues and enhance learner inclusion.
Original languageEnglish
Pages72-80
Number of pages9
Publication statusPublished - 2018
EventPedagogic Research Conference 2017 - University of Brighton, Brighton, United Kingdom
Duration: 3 Feb 2017 → …

Conference

ConferencePedagogic Research Conference 2017
CountryUnited Kingdom
CityBrighton
Period3/02/17 → …

Fingerprint

weblog
discourse
language
learning
Group
student
finance
research project
inclusion
management

Cite this

@conference{f058e97ac6b3456aae604a1579cdc41e,
title = "Promoting educational inclusivity in two groups of students through the use of discussion and discourse blogs: an example from International Business Studies",
abstract = "Two factors appear to influence learning of accounting subjects on the International Business degree at the University of Brighton. The first is ‘linguisticconfusion’. Some students have English as their first language (E1L) whilefor others it is an additional language (EAL). Observation of first-year Financialand Management Accounting classes suggests that EAL students mayhave to make a greater ‘learning leap’ (Cousins, 2009) than their E1L peersbecause they misunderstand the lexis of accounting and finance. Particularproblems are caused by ‘false friends’ (terms which appear similar in otherlanguages but actually have other meanings in English) and cognates (termswhich have the same spelling and meaning in other languages). The secondfactor is ‘conceptual confusion’. This occurs because students have experienceda variety of mathematical pedagogies in their previous educationalinstitutions. This paper is based on a research project that investigated theuses of peer learning through an online discussion board to address theseissues and enhance learner inclusion.",
author = "Rachael Carden and Marion Curdy",
year = "2018",
language = "English",
pages = "72--80",
note = "Pedagogic Research Conference 2017 ; Conference date: 03-02-2017",

}

Carden, R & Curdy, M 2018, 'Promoting educational inclusivity in two groups of students through the use of discussion and discourse blogs: an example from International Business Studies' Paper presented at Pedagogic Research Conference 2017, Brighton, United Kingdom, 3/02/17, pp. 72-80.

Promoting educational inclusivity in two groups of students through the use of discussion and discourse blogs : an example from International Business Studies. / Carden, Rachael; Curdy, Marion.

2018. 72-80 Paper presented at Pedagogic Research Conference 2017, Brighton, United Kingdom.

Research output: Contribution to conferencePaperResearchpeer-review

TY - CONF

T1 - Promoting educational inclusivity in two groups of students through the use of discussion and discourse blogs

T2 - an example from International Business Studies

AU - Carden, Rachael

AU - Curdy, Marion

PY - 2018

Y1 - 2018

N2 - Two factors appear to influence learning of accounting subjects on the International Business degree at the University of Brighton. The first is ‘linguisticconfusion’. Some students have English as their first language (E1L) whilefor others it is an additional language (EAL). Observation of first-year Financialand Management Accounting classes suggests that EAL students mayhave to make a greater ‘learning leap’ (Cousins, 2009) than their E1L peersbecause they misunderstand the lexis of accounting and finance. Particularproblems are caused by ‘false friends’ (terms which appear similar in otherlanguages but actually have other meanings in English) and cognates (termswhich have the same spelling and meaning in other languages). The secondfactor is ‘conceptual confusion’. This occurs because students have experienceda variety of mathematical pedagogies in their previous educationalinstitutions. This paper is based on a research project that investigated theuses of peer learning through an online discussion board to address theseissues and enhance learner inclusion.

AB - Two factors appear to influence learning of accounting subjects on the International Business degree at the University of Brighton. The first is ‘linguisticconfusion’. Some students have English as their first language (E1L) whilefor others it is an additional language (EAL). Observation of first-year Financialand Management Accounting classes suggests that EAL students mayhave to make a greater ‘learning leap’ (Cousins, 2009) than their E1L peersbecause they misunderstand the lexis of accounting and finance. Particularproblems are caused by ‘false friends’ (terms which appear similar in otherlanguages but actually have other meanings in English) and cognates (termswhich have the same spelling and meaning in other languages). The secondfactor is ‘conceptual confusion’. This occurs because students have experienceda variety of mathematical pedagogies in their previous educationalinstitutions. This paper is based on a research project that investigated theuses of peer learning through an online discussion board to address theseissues and enhance learner inclusion.

M3 - Paper

SP - 72

EP - 80

ER -