The past decade has seen a marked increase in the diversity of the student profile in tertiary
study in Australia. For example, up to one third of students at some institutions are
international students. At the same time, alternative entry options and pathways linking
Technical and Further Education (TAFE) and Higher Education (HE) courses have been
increasingly utilised by students from a variety of backgrounds. Language and learning
support is crucial for many of these students to enable them to achieve successful
outcomes in their studies. This paper outlines the reconceptualisation of a collaborative
approach between language and learning practitioners and law staff at Victoria University
(VU) to develop and model appropriate teaching and learning pedagogies to meet the
needs of an increasingly diverse cohort of students.